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适应性专长是学习科学研究领域的一个新热点,并被视为教师学习与专业发展的一个新目标。本文通过一个教学专业实践领域中的认知任务的设计与实施,对参与实验的9位数学教师在逼真的教学问题解决过程中的适应性倾向进行了初步的研究。结果发现,在"学习的倾向""新情境中的适应性改变""深度的概念性理解""元认知"这4个构成适应性专长的表现特征的维度上,不同的教师之间存在明显的表现差异。结合对被试教师的话语分析,本文还进一步分析了具有不同表现特征的教师在这4个维度上的具体表现。
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基本信息:
中图分类号:G420
引用信息:
[1]王美.逼真教学问题解决情境中教师适应性专长表现的实验研究[J].中国电化教育,2011,No.297(10):24-32.
基金信息:
教育部人文社会科学重点研究基地重大项目“学习与课程之关系研究”(项目批准号:2009JJD880011);; 上海市浦江人才计划资助项目“中国与欧洲基于变构学习模型的自然科学教学方法比较研究”(项目编号:2008,C类);; 华东师范大学2009年优秀博士研究生培养基金“面向知识时代的教师学习——发展适应性专长”(基金编号:2009026)的阶段性研究成果
2011-10-10
2011-10-10