In many countries' classrooms, the effectiveness of teaching was influenced by the confliction between the teacher's understanding of students and the students' understanding about themselves. To achieve effective teaching, teachers should have full understanding about teaching activities, students' reactions and the meaning behind the activities. By analyzing classroom behaviors and the meaning behind them, the learner's perspective study (LPS) is applied to understand students and explore the relationship between “teaching” and “learning”. Thus, the math class could be reconstructed and explained from the learners' perspective. Through continuous, learner-focused observation, it is easier to know students in our research. Above aspects in our research complements traditional teacher-focused classroom research. However, besides observation from learner's perspective, we also need to design teaching activities from learner's perspective. Frist, teachers should focus on learners to design teaching process according to students' learning path. Further, through learner-focused observation and classroom reconstruction, teachers could understand how real learning occurs and to implement effective teaching based on above finding. For this reason, we propose a “teaching process design”, which consists of driving problem, anchor task and diagnostic evaluation. It provides a research cycle consists with instructional design, classroom observation and feedback improvement, and finally explores how real learning occurs. First of all, how to design the driving problem? To design driving problems from the perspective of learners, we should pay attention to every student. The learner is no longer an abstract concept, but every student in the class. Each student has his own personalized learning path, and the learning paths of all students form a collective path. Therefore, the driving problem should turn the key knowledge into exploratory and challenging questions, and make students think actively. At the same time, hierarchical problems, which meet the collective learning path of students, should be gradually proposed and lead students to the essence of the knowledge. After the driving problems have motivated students' interest, the anchor tasks are taken as scaffold for students to solve above problems in class. In order to get more information from the perspective of learners through classroom observation, we need explicit tasks to identify students' performance. During explicit tasks solving procedures, students could look for ideas through explicit operations; also, teachers could understand the student's learning path from their explicit behavior such as attitude, expression, action and product. Finally, through diagnostic feedback, the classroom conversation will be reconstructed to reach the real thinking of students. Through dialogue diagnose, we could find out the critical points in learners' learning path, which influence the learner's thinking improvement under the perspective of learners. With the help of “teaching process design”, students could experience the procedure of problem-based learning, which drive student explore problems based on their original knowledge and life experience; in addition, teachers could propose coherent anchor tasks as scaffold for students to promote their problem solving ability gradually, which helps students to realize the insight of knowledge; finally, through comparing between the perspective of learners and teachers in classroom reconstruction, we could find the critical points of students, which could help teachers make preparations for the next class.
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