情感性教学语言在中学数学教学中的应用研究
发布时间：2019-03-17 14:37
【摘要】：众所周知,语言是情感渗透的有效而又特殊的信息传承方式,情感性教学语言必然成为这条纽带中的重要组成部分。它彰显了教师的人格魅力,增强了教学穿透力。唐朝诗人白居易曾发出这样的感慨：“感人心者,莫先乎情”。将情感融入教学语言之中,加强数学学科教学语言的情感性是进行数学知识教育、情感教育的有效手段。教学语言如果没有情感的血液在流动,就会苍白无力,索然寡味,学生对知识的感触就是迟钝的。论文共分四个部分：第一部分通过对国内外相关文章著作的查找,概述了情感性教学语言的作用。通过元分析,分析国内学者对情感性教学语言的研究现状,明确情感性教学语言在数学教学教学中的作用和意义。第二部分概述了情感性教学语言的基本概念,通过比较情感性教学语言与—般教学语言在数学教学中的区别,分析情感性教学语言的不同功能,明确情感性教学语言的概念,并以此引申出情感性教学语言的代表性分类,并从中选取了一种作为后文论述的基础。第三部分为本论文的实证研究部分,包含三个方面。一方面是对所选择的新手型教师与专家型教师的课堂实录进行对比研究,发现专家型教师的情感性教学语言显著优于新手型教师。其次对笔者所在县市的高中教师中进行了情感性教学语言使用情况的调查问卷研究,通过研究发现不同学科、不同年龄、不同性别、不同性格的教师对情感性教学语言的理解和使用均有较大差异。再次针对笔者所在学校采取对照组实验设计,运用调查法、个案研究法等手段,分析研究教师的情感性教学语言对学生学习兴趣、课堂参与度以及学生成绩、师生关系之间关系。以期望通过以上研究能对广大数学教师今后的教学、教师的快速成长提供一定的参考依据。第四部分为本研究对数学教学的些许启示以及笔者对于如何提高数学教师情感性教学语言使用的实施方法与策略的一些思考。本课题就以情感性教学语言在中学数学教学中应用的实证研究为引线,以高中数学教学为例,运用现代教育科学研究的方法,充分利用教学语言的艺术性将数学教师原有的枯燥乏味的教学语言向情感性教学语言转化,探究如何最大程度地发挥情感性教学语言的有效性进行的实证研究,从而达到优化教学过程、激发学习兴趣,提高学习质量,为学生的终身学习、发展,提高素质进行有益的探讨。
[Abstract]:As we all know, language is an effective and special way of information transmission, and emotional teaching language must be an important part of this link. It shows the charm of teachers' personality and enhances the penetrating power of teaching. Tang Dynasty poet Bai Juyi has issued such feelings: "the feeling of the heart, no first love." It is an effective means of mathematics knowledge education and emotion education to integrate emotion into teaching language and strengthen emotion of mathematics teaching language. If there is no emotional blood flow, teaching language will be pale and weak, students' feelings of knowledge is dull. The thesis is divided into four parts: the first part summarizes the role of emotional teaching language through the search of relevant articles at home and abroad. Through meta-analysis, this paper analyzes the present situation of domestic scholars' research on affective teaching language, and clarifies the role and significance of emotional teaching language in mathematics teaching. The second part summarizes the basic concept of emotional teaching language, compares the difference between emotional teaching language and general teaching language in mathematics teaching, analyzes the different functions of emotional teaching language, and clarifies the concept of emotional teaching language. In this way, the representative classification of affective teaching language is derived, and a kind of teaching language is selected as the basis of later discussion. The third part is the empirical research part of this paper, including three aspects. On the one hand, it is found that the affective teaching language of expert teachers is significantly better than that of new-hand teachers through a comparative study of the classroom records of new-hand teachers and expert-type teachers. Secondly, the author conducted a questionnaire study on the use of affective teaching language among senior high school teachers in the counties and cities where the author lived. Through the research, we found that different subjects, different ages, different sexes, Teachers with different personalities have great differences in their understanding and use of affective teaching language. Thirdly, according to the experimental design of the control group in my school, using the methods of investigation, case study and so on, this paper analyzes and studies the teachers' emotional teaching language's interest in students' study, classroom participation and students' achievement, and so on. The relationship between teachers and students. With the hope that the above research can provide a certain reference for the future teaching of mathematics teachers and the rapid growth of teachers. The fourth part is the inspiration of this study to mathematics teaching and the author's thoughts on how to improve the implementation methods and strategies of mathematics teachers' emotional teaching language. Taking the empirical research on the application of emotional teaching language in middle school mathematics teaching as the lead, taking the senior high school mathematics teaching as an example, this paper applies the method of modern educational science research. Make full use of the artistry of the teaching language to transform the original boring teaching language of mathematics teachers into the emotional teaching language, and explore how to exert the effectiveness of the affective teaching language to the maximum extent of the empirical research. In order to optimize the teaching process, stimulate interest in learning, improve the quality of learning, students for life-long learning, development, improve the quality of beneficial discussion.
【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
本文编号：2442395
[Abstract]:As we all know, language is an effective and special way of information transmission, and emotional teaching language must be an important part of this link. It shows the charm of teachers' personality and enhances the penetrating power of teaching. Tang Dynasty poet Bai Juyi has issued such feelings: "the feeling of the heart, no first love." It is an effective means of mathematics knowledge education and emotion education to integrate emotion into teaching language and strengthen emotion of mathematics teaching language. If there is no emotional blood flow, teaching language will be pale and weak, students' feelings of knowledge is dull. The thesis is divided into four parts: the first part summarizes the role of emotional teaching language through the search of relevant articles at home and abroad. Through meta-analysis, this paper analyzes the present situation of domestic scholars' research on affective teaching language, and clarifies the role and significance of emotional teaching language in mathematics teaching. The second part summarizes the basic concept of emotional teaching language, compares the difference between emotional teaching language and general teaching language in mathematics teaching, analyzes the different functions of emotional teaching language, and clarifies the concept of emotional teaching language. In this way, the representative classification of affective teaching language is derived, and a kind of teaching language is selected as the basis of later discussion. The third part is the empirical research part of this paper, including three aspects. On the one hand, it is found that the affective teaching language of expert teachers is significantly better than that of new-hand teachers through a comparative study of the classroom records of new-hand teachers and expert-type teachers. Secondly, the author conducted a questionnaire study on the use of affective teaching language among senior high school teachers in the counties and cities where the author lived. Through the research, we found that different subjects, different ages, different sexes, Teachers with different personalities have great differences in their understanding and use of affective teaching language. Thirdly, according to the experimental design of the control group in my school, using the methods of investigation, case study and so on, this paper analyzes and studies the teachers' emotional teaching language's interest in students' study, classroom participation and students' achievement, and so on. The relationship between teachers and students. With the hope that the above research can provide a certain reference for the future teaching of mathematics teachers and the rapid growth of teachers. The fourth part is the inspiration of this study to mathematics teaching and the author's thoughts on how to improve the implementation methods and strategies of mathematics teachers' emotional teaching language. Taking the empirical research on the application of emotional teaching language in middle school mathematics teaching as the lead, taking the senior high school mathematics teaching as an example, this paper applies the method of modern educational science research. Make full use of the artistry of the teaching language to transform the original boring teaching language of mathematics teachers into the emotional teaching language, and explore how to exert the effectiveness of the affective teaching language to the maximum extent of the empirical research. In order to optimize the teaching process, stimulate interest in learning, improve the quality of learning, students for life-long learning, development, improve the quality of beneficial discussion.
【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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