The income and outcome of teaching
resources: a comparative study of 3
Chinese teachers` documentation work
WANG Chongyang
[email protected]
Introduction
• In the seminar held in March 2014(Shanghai), a general introduction about 3
mathematics teachers` documentation work had been presented: (1) their
collective and unique teaching resources; (2) how to process and save, and (3)
how to share their teaching resources, also (4) some suggestions to the
novices are provided by the 3 teachers.
• In this presentation, I will focus on the third one, how they share their
works, and make a more detailed introduction.
Participants in this study
• Teachers come from a high school in Suzhou City of Jiangsu Province
Service
year
Mr. Zhang
23
Mr. Ji
18
Mr. Jiang
8
Professional title
Senior title
achieved in 2007
Senior title
achieved in 2011
Scale-1 title
achieved in 2013
Background
information
Math teacher of Grade
12
Math teacher of Grade
11
Math teacher of Grade
10
Method: interview
Mr.
Zhang
Mr. Ji
Mr.
Jiang
Service
year
23
18
8
Professional
title
Senior title
achieved in 2007
Senior title
achieved in 2011
Scale-1 title
achieved in 2013
Background
information
Math teacher of
Grade 12
Math teacher of
Grade 11
Math teacher of
Grade 10
• Interview topics
How do they access their
teaching resource?
How do they process and save
their works?
How do they share their works?
Suggestions to the novices.
Resources  Input
yellow box: both input and output
Zhang(23 years)
Input
Yellow box: both input and output
Blue box: new approaches except the input
Output
Jiang(8 years)
Input
Yellow box: both input and output
Blue box: new approaches except the input
Output
Ji (18 years)
Input
Yellow box: both input and output
Blue box: new approaches except the input
Output
Collective output approaches
•
•
•
•
•
Lesson preparation activities
Teaching and research activities
Training apprentice
Campus network(also called Subject Website)
QQ groups
Zhang(23 years)
Unique output approaches
• Papers
• Lectures
• Cross-disciplinary Projects
Jiang(8 years)
Unique output approaches
•
•
•
•
•
Teaching forums
Teaching websites( except campus network)
Instant messenger( We chat, QQ)
QQ groups
Social Network Platform( QQ Zone, We chat
Moments, Microblog)
Discussion 1: traditional ways
• Training Apprentice: an effective way to share their teaching experiences to their apprentices in depth.
However, this apprenticeship make a closed circle which other teachers cannot access to.
• Open class: report class, model class, teaching competitions.
• Lesson Preparation Group: Mo ke, make teaching plans(not lesson plan), discuss exam preparations,
make or select exam or exercise items…
Discussion 2:
Zhang(23) v.s. Jiang(8):
Theoretical thinking v.s. Knowledge Transference
• Zhang: At the beginning of their( young teachers`) teaching careers, they pay too much time on solving
the specific items, the research of knowledge, and how to teach the students gain the solving methods,
then in this way their plenty of energy will be cost…there will be something hasn`t done, such as
training the students` ability, that is the thing higher than the knowledge and methods.
• Me: Compared with your first day being a teaching, what differences are there in resource processing
and preserving?
• Jiang: now my documents are all in readiness. For example, if I was going to give lessons, within 10
minutes or 15 minutes, I can get a lesson or a courseware ready for a normal lesson and use it right
now because I have a complete set of resource.
• Zhang: “It is mainly the information quantity…Now, the information is in large amount, then the large
amount of information brings a big problem…how to select, and then how to process, how to
integrate..”
Discussion 3
Zhang(23) v.s. Ji(18):
Working beyond teaching
• Me: “Have you kept writing these(teaching reflections)?”
• Ji: “I used to write, now I am not so ambitious.(Laughing) Sometimes I wont write it down but I know
it clearly in my mind.”
• Zhang: “…we are required to have lesson plans, paper lesson plans, at least for me, I have preserved
this tradition for many years…Sometimes I will keep it in mind, and avoid it in the next round of
teaching. Sometimes I need to look it up, look up the paper lesson plans; it will be helpful to see the
reflections. In addition, if you think constantly, reflect constantly, you will have papers, then the papers
themselves are a way to refine your thinking, you express your ideas which are solidified in your mind
in your papers.”
Thank you for your attention!