如何选择对学生使用哪种解释？与初任教师谈张力计
How to choose which explanation to use with students? Discussing the tensiometer with beginning teachers
摘要：
在教学实践中，物理教师必须做出许多决定，如何向学生解释每一个特定的现象。本研究旨在探讨学生教师（ST）的决策过程时，提出了几个解释的物理现象，可能会用于教学目的。在个人访谈中，七名ST被提供了三种不同的解释张力计如何工作，都有一个准确的结论。他们还提供了一个关键分析的标准网格。经过深入的批判性分析的三种解释与采访者的密切互动，每个ST被要求指定的标准，他们选择的解释，为自己和大学生。即使在强调他们重视一致性之后，一些教师还是选择了他们刚刚描述为不一致和/或不完整的学生的解释。更具体地说，他们的评论揭示了关于一致性的必要性以及给定解释中各种形式的简单或不完整性的相互冲突的想法。结果邀请更明确地考虑简单或不完整的解释和教师准备过程中这种类型的互动的重要性的复杂角色。
英文摘要：
Among the many decisions to be made in their teaching practice, physics teachers must decide how to explain each particular phenomenon to students. This study explores student teachers' (STs) decision-making process when presented with several explanations of a physical phenomenon that might be used for teaching purposes. During individual interviews, seven STs were offered three different explanations of how a tensiometer works, all with an accurate conclusion. They were also supplied with a grid of criteria for critical analysis. Following in-depth critical analysis of the three explanations in close interaction with the interviewer, each ST was asked to specify the criteria for their choice of explanation, for themselves and for university students. Even after stressing that they valued consistency, some teachers opted for an explanation for students that they had just described as inconsistent and/or incomplete. More specifically, their comments revealed conflicting ideas about the need for consistency and the various forms of simplicity or incompleteness in a given explanation. The results invite more explicit consideration of the complex roles of simplicity or incompleteness in explanations and the importance of this type of interaction during teacher preparation.
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。
