中学数学课堂教学中师生对话的研究

发布时间：2018-06-30 07:15

本文选题：对话教学 + 中学数学课堂　；参考：《东北师范大学》2015年硕士论文

【摘要】：师生对话作为一种教学行为,在加深学生学习数学的兴趣、对数学知识内容的理解以及促进教师与学生的关系等方面都起着十分重要的作用,但是通过对现有文献的阅读,发现关于师生对话从实际数学课堂角度出发的研究并不多。对于数学课堂教学中师生话语的研究并不多。故本研究在建立师生对话分析框架的基础上,从课堂教学的实际出发,探索并总结出目前课堂教学中师生话语的展开形式有哪些,以及从内容角度探究师生话语信息的流向。通过对已有文献的阅读,并结合中学数学课堂教学的实际情况,对本文中的三个核心概念词汇做出了定义。为了了解职初教师、有经验教师和骨干教师在数学课堂教学中师生话语上的差别,本研究以质化研究方法为主,运用了个案研究法和课堂观察法,对三类教师进行课堂旁听并记录。本文的研究结果发现,在对话形式上,职初教师,有经验教师和骨干教师在课堂教学中均出现四种师生话语类型：老师同全班学生、老师同个体学生、老师同个体以及全班的交叉以及学生同学生。通过对课堂教学内容的转录编码,统计出三位教师的话语形式分布情况,发现呈现以下规律：老师的话语总数占课堂总话语数的百分之五十以上,且教学水平越高的老师,课堂师生话语的总数之比却越低。其次,话语信息流的比较研究。发现以下两个规律：一是三位教师对数学思维层次要求逐步增加；二是三位老师在课堂中对于学生关注程度逐渐增加。通过对几位教师的实际教学课堂的观察,对比分析了不同教学经验的教师在课堂教学中师生话语的差异,希望能够对职初老师走向骨干老师提供一些帮助,能够使老师在职培训更加的有效,能够为老师个人的职业发展提供借鉴作用。最后针对师生对话中存在的问题,主要从教师和学生关于师生对话在实际课堂教学中的理解以及有利于师生对话发生的环境这两个角度提出本文的教学策略。
[Abstract]:As a kind of teaching behavior, teacher-student dialogue plays a very important role in deepening students' interest in learning mathematics, understanding the content of mathematics knowledge and promoting the relationship between teachers and students. It is found that there are few researches on teacher-student dialogue from the point of view of practical mathematics classroom. There is not much research on the utterance of teachers and students in mathematics classroom teaching. Therefore, on the basis of establishing the framework of teacher-student dialogue analysis and from the perspective of classroom teaching, this study explores and summarizes the forms of teacher-student discourse development in classroom teaching, and probes into the direction of teacher-student discourse information from the perspective of content. Through reading the existing literature and combining with the actual situation of middle school mathematics classroom teaching, this paper defines the three core concepts vocabulary in this paper. In order to understand the differences between teachers, experienced teachers and backbone teachers in the discourse of teachers and students in mathematics classroom teaching, this study focuses on qualitative research, using case study method and classroom observation method. Three kinds of teachers are observed and recorded in the classroom. The results of this study show that in the form of dialogue, there are four types of discourse between teachers and students in classroom teaching: teachers and students, teachers and individual students. The teacher intersects with the individual and the whole class as well as the students. According to the transcriptional coding of classroom teaching content, the distribution of three teachers' discourse forms is analyzed, and the following rules are found: the teacher's total number of words accounts for more than 50% of the total number of classroom words, and the higher the teaching level, the higher the teacher's level. However, the ratio of the total number of teacher and student talk in class is lower. Secondly, the comparative study of discourse information flow. The following two rules are found: one is that three teachers need to increase the level of mathematics thinking, the other is that the three teachers pay more attention to students in class. Through the observation of several teachers' actual teaching classes, this paper compares and analyzes the differences between teachers and students' discourse in classroom teaching with different teaching experience, hoping to provide some help for the teachers at the beginning of their service to the backbone teachers. Can make the teacher job training more effective, can provide reference for the teacher's personal career development. Finally, aiming at the problems existing in teacher-student dialogue, this paper puts forward the teaching strategies from the perspectives of teachers and students' understanding of teacher-student dialogue in actual classroom teaching and the environment conducive to teacher-student dialogue.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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