科研之友
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摘要
The purpose of this study was to describe how an accomplished teacher taught second-grade students to design games that integrated movement and mathematics content. The participants were one physical education teacher, a classroom teacher; and an intact class of 20 second-grade students. Qualitative data were gathered through videotaping of all lessons, descriptions of all 20 children%26apos;s responses to all lesson segments, and interviews with all participants. In keeping with constructivist principles, the teacher used a progression of tasks and multiple instructional techniques to scaffold the design process allowing children to design games that were meaningful to them. Contrary to descriptions of scaffolding fading across a unit, in this study the scaffolding was a function of the interaction between learners%26apos; needs and task content.
- 出版日期2012-6
