论文标题
如何选择与学生一起使用的解释？与初学者讨论张力计
How to choose which explanation to use with students? Discussing the tensiometer with beginning teachers
论文作者
论文摘要
在他们的教学实践中要做出的许多决定中，物理教师必须决定如何向学生解释每个特定现象。这项研究探讨了学生教师（STS）的决策过程，并提供了一些可能用于教学目的的身体现象的解释。在个人访谈中，为七个ST提供了三种不同的解释，说明了张力仪的工作原理，这都是准确的结论。还向他们提供了一系列标准，以进行批判性分析。经过与面试官密切互动的三个解释进行深入的批判性分析之后，要求每个ST为自己和大学生指定他们选择解释的标准。即使在强调他们重视一致性之后，一些老师也选择了他们刚刚描述为不一致和/或不完整的学生的解释。更具体地说，他们的评论揭示了关于一致性的需求以及给定解释中的各种形式的简单性或不完整形式的矛盾观念。结果邀请人们更明确地考虑简单性或不完整的解释中的复杂作用以及在教师准备过程中这种互动的重要性。
Among the many decisions to be made in their teaching practice, physics teachers must decide how to explain each particular phenomenon to students. This study explores student teachers' (STs) decision-making process when presented with several explanations of a physical phenomenon that might be used for teaching purposes. During individual interviews, seven STs were offered three different explanations of how a tensiometer works, all with an accurate conclusion. They were also supplied with a grid of criteria for critical analysis. Following in-depth critical analysis of the three explanations in close interaction with the interviewer, each ST was asked to specify the criteria for their choice of explanation, for themselves and for university students. Even after stressing that they valued consistency, some teachers opted for an explanation for students that they had just described as inconsistent and/or incomplete. More specifically, their comments revealed conflicting ideas about the need for consistency and the various forms of simplicity or incompleteness in a given explanation. The results invite more explicit consideration of the complex roles of simplicity or incompleteness in explanations and the importance of this type of interaction during teacher preparation.
