中学数学教师问题设计能力的现状研究

发布时间：2018-05-05 09:07

本文选题：中学数学教师 + 问题设计　；参考：《南京师范大学》2015年硕士论文

【摘要】：在数学教学中,数学问题是引发学生思维与探索活动的向导.因此研究“问题的设计”对教学来说,十分必要.尽管国内外许多学者围绕“问题解决”已作了不少较为深入的研究,但对于数学问题本身的设计原则、方法、过程等,这些与课堂教学设计密切相关的方面,进行深入研究的不多.本论文围绕中学数学教师问题设计的能力进行了三方面的研究.首先,通过问卷调查,全面了解目前中学数学教师关于问题设计能力的现状；其次,通过分析优秀案例,找出其在问题设计方面的共性；最后,针对调查问卷中反映出的现状,给出相应的建议.本文研究主要得到了以下结论：(1)关于教学观念,大部分教师了解新课改的理念,但是在行动方面,略微有所欠缺.但是总体来说,教师在大观念上的现状是值得肯定的.(2)关于问题设计意识,教师认为问题设计非常重要,有较好的问题设计的意识,但是只有在重要的场合,教师才能更好得落实.(3)关于教材中问题设计,有不少教师可能没有仔细思考过这一问题,‘此外高中教师对教材问题设计的满意度比初中教师更高.(4)关于问题设计的原则,尽管教师知道一些理论,但不能很好地落实到行动中,特别是问题设计的科学性、启发性、开放性.此外,初中教师比高中教师更喜欢提出开放性问题.(5)关于问题设计的反思与评价,半数以上的教师做得比较好,但是仍然有一部分教师没有重视这一方面.(6)关于对自身问题设计水平的评价,有三分之一的教师对此不确定,这提醒广大的教师应该更多地去关注问题设计,了解自己在问题设计方面的优势与不足.(7)关于问题设计的途径,教师进行问题设计最常采用的途径是“参考教材或者别人的设计,自己稍作修改”.(8)关于问题设计的依据,教师们基本上从三个方面来考虑,即教学目标、学生已有的知识和经验、教学内容.(9)关于问题设计目的,教师们认为问题设计的目的主要有“引导和启发学生思考”、“体现知识的形成过程”、“激发学生兴趣”.(10)关于问题设计的困难及解决,教师们在进行问题设计时遇到的困难是多种多样的,但是“缺乏教学设计的理论知识”占了很大的比重.更多初中教师的困难在于缺乏理论知识,而更多高中教师的困难在于没有时间自己设计.此外,教师们遇到困难时,教师们更倾向于自己查找资料解决问题.(11)关于优秀教学设计,教师们均对问题做了精心的设计,更有不少教师的教学设计是以问题的设计贯穿始终,并详细说明了每个问题设计的意义,这表明他们确实对每个问题做了细致的思考.
[Abstract]:In mathematics teaching, mathematical problems are the guide to the students' thinking and exploration activities. Therefore, it is necessary to study the design of problems. Although many scholars at home and abroad have done a lot of in-depth research on "problem solving", the design principles, methods and processes of mathematical problems themselves are closely related to classroom teaching design. There are few in-depth studies. This thesis focuses on the ability of middle school mathematics teachers to design problems in three aspects. First of all, through the questionnaire survey, comprehensive understanding of the current middle school mathematics teachers on the status of problem design ability; secondly, through the analysis of outstanding cases, find out its common in the design of the problem; finally, in view of the questionnaire reflected in the current situation, The corresponding suggestions are given. The main conclusions of this study are as follows: 1) about the teaching concept, most teachers understand the idea of the new curriculum reform, but in the aspect of action, there are some deficiencies. But on the whole, the current situation of teachers in the big concept is worthy of affirmation.) about the awareness of problem design, the teacher thinks that problem design is very important and has a good awareness of problem design, but only in important situations. As for the problem design in textbooks, many teachers may not have considered the problem carefully. Moreover, senior high school teachers are more satisfied with the design of textbook problems than junior middle school teachers.) the principle of problem design. Although teachers know some theories, they can not be well carried out in action, especially the scientific, enlightening and open design of problems. In addition, junior middle school teachers are more likely to ask open questions than senior high school teachers to reflect on and evaluate the design of problems. More than half of the teachers do better. However, there are still some teachers who do not attach importance to this aspect. (6) about the evaluation of the level of design of their own problems, 1/3 of the teachers are uncertain about this. This reminds most teachers that they should pay more attention to the design of problems. Understand their advantages and disadvantages in problem design. 7) about the ways of problem design, the most common way for teachers to do problem design is to "refer to teaching materials or other people's designs, and make some modifications to their own" .8) about the basis of problem design. Teachers basically consider from three aspects, that is, teaching objectives, students' existing knowledge and experience, and teaching contents. On the purpose of problem design, teachers think that the purpose of problem design is mainly to "guide and inspire students to think". The difficulties in designing problems and solving them are various, and the difficulties encountered by teachers in designing problems are various. However, the lack of theoretical knowledge of instructional design accounts for a large proportion. The difficulty of more junior middle school teachers is the lack of theoretical knowledge, while the difficulty of more high school teachers is that they do not have time to design their own. In addition, when teachers encounter difficulties, teachers are more inclined to find their own information to solve problems. (11) about excellent teaching design, teachers have carefully designed the problems, and many teachers have designed their teaching designs through the design of problems all the time. The meaning of each problem design is explained in detail, which shows that they do think carefully about each problem.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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