The Learner’s Perspective Study A Hong Kong Story學習者角度研究：香港的故事.pptVIP

下载本文档

3
0
约3.38万字
约 55页
2018-01-30 发布于河南
举报
版权申诉

The Learner’s Perspective Study A Hong Kong Story學習者角度研究：香港的故事.ppt

1、本文档共55页，可阅读全部内容。
2、原创力文档（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。
3、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
4、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
5、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
6、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
7、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
8、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

The Learner’s Perspective Study A Hong Kong Story學習者角度研究：香港的故事

* * In the work of Marton et al (2004), the authors give many examples of describing the dimensions of variation in lessons for different subjects. In my analysis of the lesson, I found and described three types of variation. They are:… * * Here are some analysis of the classroom discourse. After writing the name of the topic “Factorization of Polynomials” on the board, the teacher asked a very open question. “What does it remind you of?” The question invited the students to associate the name to whatever they had learned in the past. Patrick gave a suggestion. The teacher invited him to elaborate. Then, the teacher invited more alternative answers by probing and invitation. Mark gave an answer which was obviously closer to what the teacher needed for the next part of his lesson. Following Mark’s answer, the teacher gave the first example. * The teacher wrote “….” on the board. This is in fact a multiplication reading from left to right. This was where the teacher started … and he introduced factorization as the reverse of multiplication or expansion by two contrast, arrows and direction of reading. Note the direction of reading also represents the way they should wrote the algebraic work. We can see this more clearly in the next slide. * The next part of the lessons were going through a sequence of seven examples. We see special variations were built in the design of the questions. The contrasts allow the different kinds of common factors, the negative sign and the complexity of the algebraic term to come into focus at different stages. * Following two easy questions one and two, questions created an opportunity for the students to take into different aspects of factorization into account. There were three answers. They were all equal but they could be all answers!! So the teacher let them discuss. * The discussion was so brief that the teacher obviously did not expect more form the students. A student bravely suggested “it seems to be” which could hardly coun