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首页> 外文期刊>Near and Middle Eastern Journal of Research in Education >Conditions for student-centered teaching and learning in Qatari elementary math and science classrooms: Relationship between classroom processes and achievement of curriculum standards
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Conditions for student-centered teaching and learning in Qatari elementary math and science classrooms: Relationship between classroom processes and achievement of curriculum standards

机译：卡塔尔基础数学和科学课堂中以学生为中心的教学条件：课堂过程与课程标准达成之间的关系

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Qatar K-12 school reform emphasizes student-centered classrooms where students actively engage in enquiry and use their critical thinking and problem solving skills. Classrooms characterized by these elements should emerge as more successful on Qatari standards-based assessments, but little research has been done to examine the relationship between these characteristics and standards attainment. This study investigated the conditions for student-centered teaching and learning through examination of teacher and student perceptions, and student achievement in math and science classrooms in higher and lower achieving elementary schools. Data were collected in 17 schools randomly selected from 46 schools that had implemented the standards for at least 3 years. Findings indicate that the percentage of standards met by schools is very low and the incidence of classroom behaviors associated with student-centered classrooms is also very low across schools. However, schools making more progress meeting standards tended to exhibit higher levels of student-centered behaviors. The implications of these findings for professional development and the implementation of reform in Qatar were discussed.
机译：卡塔尔K-12学校改革强调以学生为中心的教室，让学生积极参与探究并运用他们的批判性思维和解决问题的能力。在基于卡塔尔基于标准的评估中，以这些元素为特征的教室应该会变得更加成功，但是很少进行研究来检验这些特征与标准达成之间的关系。本研究通过检查教师和学生的认知以及在成绩较高和较低的小学的数学和科学课堂中的学生成绩，调查了以学生为中心的教学条件。数据是从实施标准至少三年的46所学校中随机选择的17所学校收集的。调查结果表明，学校所达到的标准百分比非常低，并且在整个学校中，以学生为中心的教室相关的课堂行为发生率也很低。但是，在达到标准的过程中取得更大进步的学校往往表现出更高水平的以学生为中心的行为。讨论了这些发现对卡塔尔专业发展和改革实施的意义。

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