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首页> 外文期刊>Journal of Mathematics Teacher Education >Preparing Vietnamese student teachers for teaching with a student-centered approach
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Preparing Vietnamese student teachers for teaching with a student-centered approach

机译：准备以学生为中心的越南学生教师进行教学

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摘要

The Vietnamese curriculum reform which trends toward a student-centered approach requires Vietnamese teacher educators to prepare student teachers for teaching using this approach. In this article, we present a case study of three Vietnamese student teachers working in groups in a methods course to explore Freudenthal’s theory of realistic mathematics education (RME). The course emphasized students’ knowledge construction in meaningful contexts. Transcripts of class discussions and group discussions, interviews, student teachers’ lesson plans, and journal writings were the main data sources that were used to investigate the development of student teachers’ views on mathematics and mathematics education during the course. The deliberation about teaching strategies of three subjects working in a group to design lesson plans were also analyzed. The findings showed that the three student teachers explored new meanings of mathematics teaching that caused them to shift from their traditional point of view to a student-centered one. The student teachers were able to adapt the texts of their lessons to suit the student-centered approach. It is noted that among three subjects, there were two student teachers who questioned the realization possibilities of the student-centered approach in the Vietnamese educational context where the social and political conditions are not favorable for teaching with this approach.
机译：趋向以学生为中心的越南课程改革要求越南教师教育者为学生教师准备使用该方法进行教学的准备。在本文中，我们以案例研究的方式研究了三名越南学生教师，他们在小组课程中探索弗洛伊登塔尔的现实数学教育（RME）理论。该课程强调学生在有意义的环境中的知识建构。课堂讨论和小组讨论的笔录，访谈，学生教师的教案和日记写作是主要数据来源，用于调查学生教师在课程中对数学和数学教育的看法的发展。还分析了在小组中设计课程计划的三个科目的教学策略的思考。调查结果表明，这三名学生教师探索了数学教学的新含义，从而使他们从传统观点转变为以学生为中心的观点。学生教师能够调整课程内容以适应以学生为中心的方法。值得注意的是，在三门科目中，有两名学生老师质疑越南教育背景下以学生为中心的教学方法的实现可能性，因为越南的社会和政治条件不利于采用这种教学方法。

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