Study of Teachers’ Language of Instruction Based on a Video of the Algebra Classroom - such as Two Cases of “The Multiplication and Division of the Fractions”
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By using the recording and quantitative analysis of two videos about “The multiplication and division of the Fractions” and the “Flanders Interaction Analysis System,” we classified the teachers’ language of instruction in algebra classroom and also analysis the language of in-struction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers’ language of instruction is high and vary in types, most of the teachers’ language is teachers’ question;(2) In the different teaching process, the proportion of time was taken in teachers’ language of instruction is different;(3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers’ language is different;(4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers’ questions are the main teachers’ language of in-struction.
Abstract
By using the recording and quantitative analysis of two videos about “The multiplication and division of the Fractions” and the “Flanders Interaction Analysis System,” we classified the teachers’ language of instruction in algebra classroom and also analysis the language of in-struction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers’ language of instruction is high and vary in types, most of the teachers’ language is teachers’ question;(2) In the different teaching process, the proportion of time was taken in teachers’ language of instruction is different;(3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers’ language is different;(4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers’ questions are the main teachers’ language of in-struction.
참고문헌 (6)
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- Flanders, N. A., "Analyzing teaching behavior" (1970), Addison-Wesley
- Leung, F. K. S., "Some characteristics of East Asian mathematics classrooms based on data from the TIMMS 1999 video study", Educ. Stud. Math, 60(2), pp.199~215 (2005)
- Louisa, M., "Teachers’ language and pupils’ ideas in science lessons: can teachers avoid reinforcing wrong ideas?", International Journal of Science Education, 11(4), pp.465~479 (1989)
- National Council of Teachers of Mathematics (NCTM), "Principles and standards for school mathematics" (2000), NCTM
- Sukhomlinsky, V. A., ", Vol. 2", pp.450~ (1979), Radianska Shkola