中学数学反思性教学现状调查研究

发布时间：2018-09-10 09:26

【摘要】：中学数学作为中学教育的基础课程,对于学生后续的课程学习和思维培养具有至关重要的作用。但是,处于固定教学模式下的教师在中学数学教育过程中,过多地关注数学知识的传授,而忽略了数学与学生其他课程之间的关联,使学生误以为数学的学习与其他课程并无关联,从而轻视了数学在整个学习过程中的重要性。学生对于数学学习的忽视,致使其数学成绩偏低,如此,学生就会从心理上厌倦数学学习,并最终使得其他课程的学习都受到不同程度的影响。因此,对中学数学教育进行全面的反思和探索,已经成为刻不容缓的问题。数学是中学课程学习中的基础性课程,教学实践已经充分证明了数学课程在整个课程体系中的重要性及其对其他课程的影响。然而,我国数学教学工作者在长期的教学过程中仍然存在很多不足,尤其是对提高中学生数学学习兴趣还相当薄弱。本文基于前人的研究成果,形成了中学数学教师日常行为自评量表和学生评价量表,以此作为反思性教学评价量表。通过该量表,对教师实施反思性教学开展情况进行调查并比较分析,从而找到中学数学教师在教学活动过程中存在的问题。本文得出的结论如下:(1)教师教育专长核心特质因素体现在教学能力和表现、专业知识、教学动机、与学生的关系、学习和探索的能力与精神、思维方式和能力、教学理念、对生活的态度、个人特征、研究能力与成果等方面。(2)中学数学教师在实施反思性教学后,无论是教师的自评还是学生对教师的评价,都相对较好。(3)影响中学数学教学反思的因素有:教师的教学任务繁重、学校不重视、教师的教学反思意识欠缺、教师的教学理论不足等。因此,要提高中学数学教学反思的效果,需要教师正确看待教学反思,不断提升自身的教育理论水平,同时学校还要为教师的教学反思开展创造有利的条件。
[Abstract]:As the basic course of middle school education, mathematics in middle school plays an important role in the following course learning and thinking cultivation. However, in the course of middle school mathematics education, the teachers in the fixed teaching mode pay too much attention to the teaching of mathematics knowledge, and ignore the relationship between mathematics and other courses of students. Students are mistaken for the fact that mathematics is not related to other courses, thus neglecting the importance of mathematics in the whole learning process. Students' neglect of mathematics learning results in low achievement in mathematics, so students will be tired of learning mathematics psychologically, and eventually other courses will be affected by different degrees of learning. Therefore, the comprehensive reflection and exploration of mathematics education in middle school has become an urgent problem. Mathematics is the basic course in the study of middle school curriculum. Teaching practice has fully proved the importance of mathematics curriculum in the whole curriculum system and its influence on other courses. However, there are still many shortcomings in the long-term teaching of mathematics teaching workers in our country, especially in improving the interest of middle school students in mathematics learning. Based on the previous research results, this paper forms a self-rating scale for daily behavior and a student evaluation scale for mathematics teachers in middle schools, which is used as a reflective teaching evaluation scale. Through this scale, the author makes a survey and comparative analysis on the implementation of reflective teaching by teachers, and finds out the problems existing in the teaching activities of middle school mathematics teachers. The conclusions of this paper are as follows: (1) the core characteristic factors of teacher's education specialty are reflected in teaching ability and performance, professional knowledge, teaching motivation, relationship with students, ability and spirit of study and exploration, mode of thinking and ability, teaching idea, etc. Attitude to life, personal characteristics, research ability and achievements. (2) after implementing reflective teaching, teachers' self-assessment and students' evaluation of teachers, (3) the factors influencing the reflection of mathematics teaching in middle school are: the heavy teaching task of teachers, the lack of teachers' consciousness of teaching reflection, the lack of teachers' teaching theory and so on. Therefore, in order to improve the effect of mathematics teaching reflection in middle school, teachers should treat teaching reflection correctly and constantly improve their own educational theory level. At the same time, the school should create favorable conditions for teachers to carry out teaching reflection.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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