A pupil actively constructs their own mathematical knowledge by interacting new ideas with existing ideas, which can lead to misconceptions. Diagnostic teaching is important as it involves identifying misconceptions, challenging them through discussion to resolve conflicts, and replacing misconceptions with correct understanding. The teacher must understand the source of the misconception to effectively challenge it, and research shows this diagnostic approach promotes better learning compared to simply explaining again.
1. Teaching is the process of imparting knowledge from a more mature person to a less mature person to further their education. It aims to give students knowledge, information, skills, change attitudes and behaviors, and provide life experiences.
2. A teacher must perform diagnostic, prescriptive, and evaluative functions. As part of diagnosis, the teacher evaluates student entry behaviors and sets objectives. For prescription, the teacher selects content, techniques, and gets student cooperation. Evaluation assesses progress towards objectives using various tools.
3. Key aspects of the teaching process include the teacher as the independent variable, student as dependent variable, and content, strategies, and motivation as intervening variables. A good teacher is also continuously
A pupil actively constructs their own mathematical knowledge by interacting new ideas with existing ideas, which can lead to misconceptions. Diagnostic teaching is important as it involves identifying misconceptions, challenging them through discussion to resolve conflicts, and replacing misconceptions with correct understanding. The teacher must understand the source of the misconception to effectively challenge it, and research shows this diagnostic approach promotes better learning compared to simply explaining again.
1. Teaching is the process of imparting knowledge from a more mature person to a less mature person to further their education. It aims to give students knowledge, information, skills, change attitudes and behaviors, and provide life experiences.
2. A teacher must perform diagnostic, prescriptive, and evaluative functions. As part of diagnosis, the teacher evaluates student entry behaviors and sets objectives. For prescription, the teacher selects content, techniques, and gets student cooperation. Evaluation assesses progress towards objectives using various tools.
3. Key aspects of the teaching process include the teacher as the independent variable, student as dependent variable, and content, strategies, and motivation as intervening variables. A good teacher is also continuously
3. ZPD
近側發展區間( the Zone of Proximal
Development ,簡稱 ZPD )是由前蘇
聯發展心理學家維谷斯基 (L. S.
Vygotsky) 「提出的學習理論,指學習者
現時及實際可達到的發展的差距。這個差距
是由學習者的獨立解題能力及其潛在發展水
準而決定的。