An International Middle School Mathematics Class Comparison between China, Australia, France and Finland:From the Perspective of Critical Pedagogy Behavior
Through this empirical study on the selected videos of middle school mathematics classrooms from Lexicon Project， TIMSS 1999 videos and MIST-China videos， four Critical Pedagogy Behaviors (Student Listening， Student doing Exercise， Teacher Questioning and Teacher- Student-Interaction) in China， Australia， France and Finland middle school classrooms were studied and analyzed. Taking the Critical Pedagogy Behavior as the starting point， we sketched out the middle school mathematics teaching around the four countries and compared them. The mathematics classroom in middle schools in China has its own characteristics: students' high-level listening during knowledge input， students collectivist participation during doing exercises， teacher’s heuristic explanations， and bilateral interaction on the basis of knowledge transfer-acceptance. While carrying forward the Chinese characteristics， we can also learn from the experience of Australia， France and Finland: increase targeted tutoring in the process of students' doing exercises， increase the orientation of teachers' questioning， and conduct divergent or focused teacher-student interaction.
|關鍵詞||关键教学行为、数学课堂、比较研究、实证研究、critical pedagogy behavior、mathematics class、comparative study、empirical study|