CONTENTS OF GLOBAL EDUCATION：NO. 3, 2022​

COLUMN

Theories of Curriculum and Instruction

Generation and Expression of Big Ideas in Competency-based Education Era: Theoretical Interpretation and Action Path

LI Kai ¹ & FAN Min²

（1. College of Education, Qufu Normal University, Qufu, 273165, China; 2. College of Teacher Education, Southwest University, Chongqing, 400715, China）

Abstract: The big ideas teaching is regarded as the key to cultivating students' core competency, and generating and expressing big ideas is the focus and difficulty in the current teaching practice. In order to obtain and express the big ideas effectively, teachers must grasp the curriculum meaning, clarify the main sources, follow the benchmark of choosing, and clarify the generating ideas and expression of the big ideas. 

Keywords: big ideas; curriculum integration; core competency; real context

On the Developmental Value of Education Quality Monitoring and Its Implementation

WU Yuanyue

（School of Education, Central China Normal University, Wuhan, 430079, China）

Abstract：In recent years, international large-scale and regional education quality monitoring has been highly valued by many countries(economies), having more and more profound impacts on education in the countries and localities. Education quality monitoring is a kind of value-loaded activity that embodies specific educational significances and educational ideas. To a certain extent, current education quality monitoring has many drawbacks of instrumental monitoring. Development is an important manifestation of the value of education quality monitoring. Education quality monitoring should return to the ontology education and realize developmental value. The developmental values include the response and embodiment of modern educational values, the concern and attention to the development process of students, the understanding and respect for differences of monitoring objects, and the care and intervention for individuals with special needs. In order to highlight the development of education quality monitoring and realize developmental education quality monitoring, it is necessary to establish development-oriented monitoring values and highlight the educational significance of quality monitoring, form a "process quantity" quality view taking into account both process monitoring and monitoring to the learning process, ensure the system of quality monitoring to construct a norm of education behavior that promotes development, and consider the heterogeneity of quality monitoring objects to solve the homogeneity dilemma of quality monitoring. 

Keywords: education quality monitoring; educational value; development properties; educational attribute; heterogeneity

COLUMN

Teaching Material Studies

Mathematical Modeling Knowledge in the New Edition of High School Mathematics Textbook from the Theory of Didactic Transposition

HUANG Jian, XU Binyan & WANG Sikai

(College of Teacher Education, East China Normal University, Shanghai, 200062, China)

Abstract: Mathematical modeling plays an important role in various fields, and the education community is paying more and more attention to it. With the new edition of high school curriculum standards and new edition textbooks, mathematical modeling teaching is also being carried out in full practice. However, the form and focus of mathematical modeling knowledge are quite different in different backgrounds. From the perspective of the Theory of Didactic Transposition, the research selected three knowledge samples about mathematical modeling and compared and analyzed the differences of scholarly knowledge, knowledge to be taught, and taught knowledge about mathematical modeling from four dimensions, including definition, process, teaching goal, and teaching emphasis. The research finally clarifies the evolution path and key characteristics of mathematical modeling into the teaching environment to help teachers better use the new edition mathematical textbooks for mathematical modeling teaching and provides the theoretical basis for the cultivation and research of mathematical modeling competence.

Keywords: mathematical modeling; Theory of Didactic Transposition; the new edition of high school textbooks; scholarly knowledge; taught knowledge

Study on the Design of Competence-oriented Textbook Learning Activity Tasks and Diagnosis Evaluation System

WANG Quan¹ , ZOU Ziwei¹ ,WU Wenjia² , LI Fangfang¹ & WANG Lei¹

（1.College of Chemistry, Beijing Normal University, Beijing, 100875, China; 2. Faculty of Education, Beijing Normal University, Beijing, 100875, China)

Abstract: The 2017 edition of the high school curriculum standards requires that the compilation of textbooks should be based on developing students' core competence. The content of the textbooks that can best promote and diagnose subject-based competence is the learning activity task and the diagnostic evaluation system. This research is based on the connotative composition of the subject-based competence model, taking the general high school chemistry textbooks by Wang Lei and Chen Guangju of Beijing Normal University (published by Shandong Science and Technology Press) as an example to analyze how to plan and design the competence-oriented learning activity tasks and diagnostic evaluation system scientifically. The system requires: designing an activity column pointing to the essence of core competence connotation, creating micro-projects that point to real problem-solving to promote the integration and development of core competence, and designing a textbook exercise system based on the performance requirements of core competence. This study might provide textbook writers with a methodology and paradigm reference for designing learning activity tasks and diagnostic evaluation systems and guidance for chemistry teachers to carry out learning activities and diagnostic evaluation.

Keywords: subject-based competence; learning activity tasks; diagnostic evaluation system; high school textbook 

COLUMN

Learning Research and Classroom Transformation

Classroom Video Analysis in Sixty Years: Development Context, Hot Topics, and Trends

YAO Pengfei¹, QU Manqi¹ & LI Baomin²  

(1. College of Teacher Education, East China Normal University, Shanghai, 200062, China; 2. School of Open Learning and Education, East China Normal University, Shanghai, 200062, China）

Abstract: With the continuous development of information technology, video has become an important tool for recording classrooms and has had a significant impact on classroom research from concepts to methods. This research uses bibliometric methods to analyze the volume of articles, key figures, and node literature in classroom video analysis. It then uses content analysis methods to conduct in-depth interpretations to grasp the context of research development and divide classroom video research into the dormant, initiation, emerging and jump periods. Then, it summarizes and interprets hot research topics from four aspects: theory and perspective, function and value, process and method, technology, and environment. This paper further interprets the future development trend of classroom video analysis research: in terms of analysis concept, from teachers’ "teaching" to students’ "learning"; in terms of analysis object, from demonstration classroom to daily classroom; in terms of analysis content, from classroom discourse to the whole classroom; and in terms of analysis method, from discourse analysis to fusion analysis.

Keywords: classroom video analysis; bibliometrics; classroom research; classroom interaction; development trend

What Has Been Changed in the New Curriculum Reform? —30 Years’ Classroom Discourse Changes in a Primary School

ZHANG Juanjuan¹，CHEN Xuyuan²，FAN Huimin² & MAO Qingyun³

(1. College of Education, Yili Normal University, Yining, 835000, China;2. Department of Education, Northeast Normal University, Changchun, 130024, China; 3.Institute of Education, Tsinghua University, Beijing, 100084, China)

Abstract: The new curriculum reform launched in 2001 has been a major change in education in recent years. After 20 years, reviewing and analyzing its effectiveness is significant for the subsequent deepening of the curriculum reform. The reform of classroom teaching is inseparable from classroom discourse. This study conducts a longitudinal comparison of the changes in classroom discourse before and after the new curriculum reform of D primary school in the past 30 years. From the perspective of "drops of water refracts the world," this study explores the effects of this curriculum change at the classroom level. The study first used the conversation analysis theory transcription method to transcribe the multi-dimensional teaching video information and built a small corpus of more than 200,000 words. Secondly, through the sentence-by-sentence coding and statistical analysis of the classroom discourse, this study analyzed the speech's sequence structure, turn-taking mechanism, interpretation authority, and changes in communication tone.

Keywords：classroom discourse; discourse analysis; new curriculum reform 

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Teacher Education

Teacher Noticing: Connecting Teacher Knowledge, Belief, and Behavior

LI Danyang¹, WU Yingkang¹, BAO Jiansheng¹ & CAI Jinfa²

( 1. School of Mathematical Sciences, East China Normal University, Shanghai, 200241, China; 2. Department of Mathematical Sciences, University of Delaware, Newark, 19716, USA)

Abstract: Teacher noticing is considered a useful perspective connecting teachers' professional knowledge, belief, and behavior. As a new terminology in the field of teacher professional development, it attracts increasing attention in teacher education. This paper focuses on three fundamental issues relevant to teacher noticing: “what is teacher noticing", "Why do we study teacher noticing", and "How do we study teacher noticing". In light of systematic review and reflections on the relevant literature, this paper expounds on the origin, connotation, and classification of teacher noticing, analyzes its significance, discusses the methods to study teacher noticing, and prospects future research directions.  

Keywords: teacher noticing; experience; professional development

Factors Affecting Teachers’ Technology Integration in Middle School Classrooms: A Meta-ethnography

MA Yunduo^1,2 & LIU Li¹

(1.College of Education, Zhejiang University, Hangzhou, 310028, China; 2. School of Foreign Languages, Yichun University, Yichun, 336000, China)

Abstract: The information and communication technology changes have promoted the dual development of teachers’ technology integration and teaching reform in the classroom. In this paper, we try to use qualitative meta-ethnography to illustrate 31 research results from 19 countries and regions to explore what important factors affect teachers’ technology integration and how these factors are interrelated. The findings indicate that teachers’ comprehensive evaluation of teaching benefits and costs of technology integration is the driving mechanism for their technology integration. The interaction among technical, environmental, and individual factors during the course is the important feature of this motivation mechanism. Teachers' beliefs and self-efficacy are the key ones that affect teachers’ technology integration. Based on the analysis, some suggestions are made to promote teachers’ continuous and effective use of technology in the classroom.

Keywords: technology integration; middle school teachers; meta-ethnography; advice

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