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Relations of Instructional Tasks to Teacher-Student Discourse in Mathematics Classrooms of Chinese Primary Schools

机译：小学数学课堂教学任务与师生话语的关系

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摘要

This study, based on observation of 90 fifth-grade mathematics classes in Chinese elementary schools, examined how the task features, high cognitive demand, multiple representations, and multiple solution methods may relate to classroom discourse. Results indicate that high cognitive demand tasks were associated with teachers' use higher order questioning. Higher order questioning but not the high cognitive demand tasks themselves generated participatory responses among students. However, when teachers pursued multiple solution methods, they were more inclined to ask memorization and procedural lower order questions than explanatory and analytical higher order questions. Contrary to our hypothesis, high cognitive demand tasks and higher order questions related to teacher authority in evaluating students' answers whereas neither cognitive demand, multiple representations, nor teachers' pursuit of multiple solution methods were directly related to teacher-student joint authority in discourse. Implications regarding the relationship between tasks and discourse and instructional practice in a cultural context are discussed.
机译：这项研究基于对中国小学90年级五年级数学课程的观察，研究了任务特征，高认知需求，多种表示形式和多种解决方法与课堂话语之间的关系。结果表明，高认知需求任务与教师使用更高阶的提问有关。高阶提问而不是高认知需求任务本身在学生之间产生了参与性反应。但是，当教师采用多种解决方法时，他们比解释性和分析性高阶问题更倾向于提出记忆和程序性低阶问题。与我们的假设相反，在评估学生答案时，高认知需求任务和高阶问题与教师权威有关，而认知需求，多重表示形式或教师对多种解决方法的追求都与语篇中的师生联合权威没有直接关系。讨论了在文化背景下任务与话语和教学实践之间关系的含义。

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  • 来源
    《Cognition and instruction》 |2014年第1期|2-43|共42页
  • 作者

    Yujing Ni; Dehui Zhou; Xiaoqing Li; Qiong Li;

  • 作者单位

    Department of Educational Psychology, The Chinese University of Hong Kong, Shatin, NT, Hong Kong;

    The Chinese University of Hong Kong;

    The Chinese University of Hong Kong;

    Beijing Normal University;

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  • 正文语种 eng
  • 中图分类
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