지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study engages in the features of interaction in elementary school mathematics lessons as reflected in the class discourse. 28 pre-service teachers documented the discourse during observation of their tutor-teachers’ lessons. Mapping the interaction patterns was performed by a unique graphic model developed for that purpose and enabled providing a spatial picture of the discourse conducted in the lesson. The research findings present the known discourse pattern “initiation–response–evaluation / feedback”(IRE/F) which is recurrent in all the lessons and the teacher’s exclusive control over the class discourse patterns. Hence, the remaining time of the lesson for the pupils’ discourse is short and meaningless.
목차
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참고문헌 (29)
참고문헌 신청
Alvermann, D. / 1989 / Classroom discussion of content area reading assignments : An intervention study / Reading Research Quarterly 24 : 305 ~ 335
Brendefur, J. / 2000 / Promoting mathematical communication in the classroom:Two preservice teachers conceptions and practices / J. Math. Teach. Educ 3 (2) : 125 ~ 153
Buzzelli, C. / 2001 / Authority, power and morality in classroom discourse / Teaching and Teacher Education : 873 ~ 884
Cazden, C. B. / 1988 / Classroom discourse / Heinemann Educational Books
Cazden, C. B. / 2001 / Classroom discourse: The language of teaching and learning / Heinemann Educational Books
Brendefur, J. / 2000 / Promoting mathematical communication in the classroom:Two preservice teachers conceptions and practices / J. Math. Teach. Educ 3 (2) : 125 ~ 153
Buzzelli, C. / 2001 / Authority, power and morality in classroom discourse / Teaching and Teacher Education : 873 ~ 884
Cazden, C. B. / 1988 / Classroom discourse / Heinemann Educational Books
Cazden, C. B. / 2001 / Classroom discourse: The language of teaching and learning / Heinemann Educational Books
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