Creating active mathematics learning opportunities for students in China : an action research project in one Chinese high school
Notice bibliographique
Résumé
In order to keep pace with the world, China has introduced eight different National Curriculum Reforms (NCR) in basic education since 1949. In the eighth NCR, long-term success of students became the most important and fundamental objective of the reform. More importantly, with respect to mathematics learning, the most recent reform refers not only the acquisition of knowledge, but also refers to the experience of problem solving, communication, and cooperation. Amongst the various factors that may have an impact on mathematics teaching and learning, active learning stands out as having the potential to fulfill students’ long-term development. In the eighth NCR, active learning means learning through doing, learning through experiencing, learning through practicing, and engagement (Li, 2008). However, transitioning from policy design to policy implementation is not easy. In mathematics education, teachers still have to face many challenges in improving their own teaching and advancing their own professional learning. Considering the context of China, the aim of this research is therefore to explore how high school mathematics teachers in China create active learning opportunities for their students with participation in an action research project. This action research study was conducted at Renhe High School and involved 3 volunteer Grade 10 mathematics teachers and their students (128 students in total). This thesis reports the strategies that teachers have tried during the study. According to three participating teachers’ experiences, the main strategies that teachers have tried include: introducing activity into class; small group cooperative learning; peer teaching; problem-based learning; and technology-enhanced learning. Consequently, by participating in the research, teachers’ experiences revealed various understandings of their own pedagogy, which were influenced or changed during the research. Further, the results of the study show that: (1) Introducing action research approaches could help teachers better understand and utilize “The Standards” to create active learning opportunities for students; (2) Collaboration among teachers enable teachers to examine their classroom instructions, revise current practices and develop new strategies; (3) A supportive school culture can help to overcome the pressure from NCEE (National Collage Entrance Examination), which often represents an overwhelming influence of classroom practice.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,012 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,002 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,017 | 0,006 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,004 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».