报告人：丁莉萍 博士

主持人：鲍建生 教授

时间：2019年4月3日星期三 下午 14:00-15:00

地点：闵行校区数学楼401室

报告人简介：

丁莉萍，挪威科技大学（NTNU）教师教育系副教授。1993年至2002年在上海担任中学数学教师，2008年在英国南安普顿大学（University of Southampton）获得数学教育博士学位。2008年至2010年获得新西兰梅西大学（Massey University）博士后奖学金，从事数学课堂比较研究领域方面的工作。她曾受邀参与ICMI第19专题研究组（数学教育中的证明）和第21专题研究组（数学教育中的任务设计）的工作。她在上海宋庆龄学校工作两年期间（2010-2012）主持完成了上海市教育科学规划课题《校本在职教师专业发展培训活动中的课堂教学任务设计的研究》（2012-2015）。她目前的研究工作和兴趣聚焦在中小学生课堂数学的深度学习，及通过跨文化（中国与欧洲）的校本数学课堂教学设计和大学数学教师教育课程模型设计研究，强调数学教师有效数学深度课堂教学应具备的专业知识及技能学习。

报告摘要：

This presentation reports on findings and research issues that have been concerned in the Lesson Design Study (LDS) I conducted at two stages: stage one was done in Shanghai (2013-2015) and stage two is a pilot study of testing the LDS model in a teacher education program in NTNU (2018-present). Findings of the LDS in Shanghai illustrate our efforts towards theorizing the LDS model for teacher professional learning and practice. In PME-42 (Umeå, Sweden), we proposed a conceptualization of a Chinese expert teacher’s expertise by coordinating a subject-based behaviour/cognitive analysis and a social-culturally situated analysis. This conceptualization of the ‘dual nature’ of the expert teacher’s expertise contributes to a deep analysis of the unique and significant functions of the expert teacher in China. We have also analyzed the interconnectedness and difference between our LDS and the depiction of action research by the American Educational Research Association’s Action Research Special Interest Group (AERA AR SIG). The objectives of our pilot study in NTNU are to understand student teachers’ learning of mathematical history and philosophy theory/materials in a Master course by applying the key elements of the LDS model that emphasizes the unity of knowledge and action in teachers’ professional development (e.g., learning by questioning, thinking, reflecting and doing); and, to develop a coherent theoretical account of interactional and informational aspects of activity of the course for explanatory accounts of student teachers’ learning, transfer, and motivation. I will share I and our NTNU research group’ cooperation interests with colleagues in ECNU and challenges that we encountered in this pilot study.