教师数学教学观对教学实践的影响

发布时间：2018-04-18 08:11

本文选题：教育观念 + 教师数学教学观念　；参考：《湖南师范大学》2015年硕士论文

【摘要】：数学学习的好坏,不仅仅取决于学生自身的学习理解能力,也取决于教师本身所持有的数学教学观这个因素,数学教学观包括数学观、认知观和教学观,它是一个复杂的、嵌入式信念系统,并不是单纯某一方面就能决定的,而是相互影响、相互交织的。在新课程理念的引导下,数学教师也应与时俱进更新自己的理论知识,并用其指导自己的教学实践。所以,研究数学教师的数学教学观尤为重要。本文的研究是通过调查问卷以及课堂实录、访谈等形式了解教师数学教学观现状,通过数学观、认知观和教学观三个维度,分析其对教学实践的影响,并对不同阶段的教师给予一定的教学参考。希望本研究对想不断提升自我教学素养的教师能有些针对性的帮助,同时也希望能对本研究的粗略之处给予海涵。全文分为六部分,在前言中对论文的选题背景、论题研究的意义、方法、相关文献及研究过程做了论述,而且数学教师的教学理念的内涵及相关概念,以建立一个理论框架进行了界定。结合探讨“翻转课堂”、“同课同构”与“同课异构”,描述了教师的数学教学观的表征,通过对教师的课堂行为的观察、与教师的访谈,分析了这些课堂行为背后的教师数学教学观念,从学生参与程度、多媒体的使用、教学语言、数学教学观的体现四个方面分析了教师数学教学观念及其对课堂教学行为的影响,最后在明晰教师数学教学观念的意义后,分析了教师数学教学观念对其课堂教学行为的优化策略。研究表明,被抽样的样本的数学教学观对教学实践有着明显的影响,同时数学教师由于教学经验等因素的影响使得数学教学观并没有全部体现于教学实践中,所以教师应该不断更新自身的教育学理论知识,检视自身的数学教学观与教学行为。
[Abstract]:The quality of mathematics learning depends not only on the students' ability of learning and understanding, but also on the teachers' own view of mathematics teaching, which includes mathematics view, cognition view and teaching view.Embedded belief system is not only decided by one aspect, but intertwined with each other.Under the guidance of the new curriculum concept, mathematics teachers should update their theoretical knowledge and use it to guide their teaching practice.Therefore, the research mathematics teacher's mathematics teaching view is particularly important.The research of this paper is to understand the present situation of teachers' mathematics teaching view through questionnaire, classroom record, interview and so on. Through the three dimensions of mathematics view, cognitive view and teaching view, the paper analyzes its influence on teaching practice.And to different stages of teachers to a certain degree of teaching reference.It is hoped that this study will be helpful to teachers who want to improve their self-teaching accomplishment, and at the same time, can give Haihan some rough points of this study.The full text is divided into six parts. In the preface, the background of the topic, the significance, method, relevant literature and research process of the thesis are discussed, and the connotation and related concepts of the teaching idea of mathematics teachers are also discussed.In order to establish a theoretical framework for the definition.Combined with the discussion of "flipping classroom", "isomorphism of the same class" and "isomerism of the same class", this paper describes the representation of teachers' view of mathematics teaching, and through the observation of teachers' classroom behavior, interviews with teachers.This paper analyzes the teachers' mathematics teaching ideas behind these classroom behaviors, and analyzes the teachers' mathematical teaching concepts and their influence on classroom teaching behavior from four aspects: the degree of students' participation, the use of multimedia, the teaching language and the embodiment of mathematics teaching views.Finally, after clarifying the significance of teachers' mathematics teaching concept, the paper analyzes the optimization strategy of teachers' mathematics teaching concept to their classroom teaching behavior.The study shows that the mathematical teaching concept of the sample has a significant impact on teaching practice, and the mathematics teachers' teaching view is not fully reflected in the teaching practice because of the influence of teaching experience and other factors.Therefore, teachers should constantly update their pedagogy theoretical knowledge and examine their mathematics teaching concept and teaching behavior.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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