教师注意与学生认知框架的转换
Teacher Noticing and Shifting of Student Epistemic Framing
摘要：
通过一个案例研究，我们证明了教师可以隐性地注意到学生的认知框架，这种注意可以促使教师采取行动，提示学生的框架。我们的研究是基于视频数据，在辅导部分和口头考试在高年级，本科物理课程。我们通过教师注意和认知框架的视角来分析学生和课程教师之间的一次互动。
英文摘要：
Through a case study, we demonstrate that teachers can tacitly notice student epistemic framing, and that this noticing can prompt instructor action which tips student framing. Our study is based on video data taken during tutorial sections and oral exams in an upper-division, undergraduate physics course. We analyze one interaction between a student and the course instructor through the lenses of teacher noticing and epistemic framing.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
