中学数学课堂小结的现状研究
发布时间：2019-03-25 09:17
【摘要】：课堂小结是课堂教学的重要组成部分,是在课堂结束之前教师对知识、技能、思想方法进行归纳小结的教学行为。但是这一环节常常受到教师的忽视,研究课堂小结的文章也寥寥无几。本论文在梳理国内外文献综述、界定概念后,采用问卷调查法和案例分析法,对中学数学课堂小结的现状展开了研究分析,找出存在问题,分析影响因素,提出可行的教学建议。本论文对教师进行了问卷调查,收集数据,整理分析得到结论：1.在中学数学课堂中,教师大多会设置课堂小结,也认可课堂小结的重要性,认为自己的小结方式有待改进,大多在下课之前进行课堂小结,且时间控制在3分钟以内。2.教师设置课堂小结的目的是学生能够获得知识技能、数学思考方式、问题解决能力、思想方法等,这也是课堂小结的内容。3.教师在设计课堂小结时,首先考虑教学内容,其次考虑教学目标、学生知识水平等。4.教师认为影响课堂小结效果的有利因素有教学方法、教学内容、教学目标、学生,不利因素有时间和学生。5.教师大多偶尔变换课堂小结的形式,喜欢师生共同小结,倾向于归纳总结式的小结方式。调查结果清楚地呈现了课堂小结的使用概况和教师的主观意识,以期丰富教学设计的内容。本论文通过对教学视频和相应的教学设计的研究分析,得出结论：教师设置课堂小结时通常以学生为主体,师生共同完成；时长多为3分钟以内；小结的内容常与三维目标相对应；小结的类型有归纳总结式、拓展延伸式、启迪思维式、分析比较式、图表小结式、交流评价式等,教师可视具体情况选择合适的小结类型。本论文对当前数学教学课堂中课堂小结这一环节存在的问题进行呈现：课堂小结被忽视、小结方式单调、小结问题指向不明、小结过程缺乏学生参与。对影响课堂小结的因素——教学内容、教学目标、教学方法、学生、时间、传统教学思维、实践与理论的偏差进行了详细阐述。最后本论文对研究结论进行总体呈现,并对课堂小结的教学提出了建议。
[Abstract]:Classroom summary is an important part of classroom teaching. It is the teachers' teaching behavior to sum up knowledge, skills and ideological methods before the end of the class. However, this link is often ignored by teachers, and there are very few papers to study the summary of classroom. After combing the literature review at home and abroad and defining the concept, this paper studies and analyzes the present situation of the summary of mathematics classroom in middle school by means of questionnaire survey and case analysis, and finds out the existing problems and analyzes the influencing factors. Put forward feasible teaching suggestions. This paper has conducted a questionnaire survey on teachers, collected data, collated the analysis and got the conclusion: 1. In middle school mathematics class, most teachers will set up class summary, also recognize the importance of classroom summary, think their own summary way needs to be improved, most of the class summary before class, and the time is controlled within 3 minutes. 2. The purpose of teacher setting up classroom summary is that students can acquire knowledge and skills, mathematical thinking mode, problem solving ability, thinking method, etc. This is also the content of classroom summary. When teachers design class summary, they first consider the teaching contents, secondly consider the teaching objectives, students' knowledge level, and so on. 4. Teachers think that the favorable factors that affect the effect of classroom summary are teaching methods, teaching contents, teaching objectives, students, and unfavorable factors such as time and students. 5. Most teachers change the form of summary from time to time, like teachers and students to sum up, tend to sum up the way of summary. The survey results clearly present the general situation of the use of classroom summary and the subjective consciousness of teachers in order to enrich the content of teaching design. Through the research and analysis of teaching video and corresponding teaching design, this paper draws a conclusion: when teachers set up class summary, they usually take students as the main body and teachers and students complete it together, and the duration is less than 3 minutes; The contents of the summary often correspond to the three-dimensional goal, and the types of the summary include induction, extension, enlightenment, analysis and comparison, chart summary, exchange evaluation, and so on. Teachers can choose the appropriate summary type according to the specific situation. This paper presents the problems existing in the classroom summary in the current mathematics teaching class: classroom summary is neglected, the way of summary is monotonous, the problem of summary is not clear, and the process of summary is lack of students' participation. This paper expounds in detail the factors that affect the summary of classroom-teaching contents, teaching objectives, teaching methods, students, time, traditional teaching thinking, the deviation between practice and theory. Finally, this paper presents the research conclusions in general, and puts forward some suggestions for classroom summary teaching.
【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：2446840
[Abstract]:Classroom summary is an important part of classroom teaching. It is the teachers' teaching behavior to sum up knowledge, skills and ideological methods before the end of the class. However, this link is often ignored by teachers, and there are very few papers to study the summary of classroom. After combing the literature review at home and abroad and defining the concept, this paper studies and analyzes the present situation of the summary of mathematics classroom in middle school by means of questionnaire survey and case analysis, and finds out the existing problems and analyzes the influencing factors. Put forward feasible teaching suggestions. This paper has conducted a questionnaire survey on teachers, collected data, collated the analysis and got the conclusion: 1. In middle school mathematics class, most teachers will set up class summary, also recognize the importance of classroom summary, think their own summary way needs to be improved, most of the class summary before class, and the time is controlled within 3 minutes. 2. The purpose of teacher setting up classroom summary is that students can acquire knowledge and skills, mathematical thinking mode, problem solving ability, thinking method, etc. This is also the content of classroom summary. When teachers design class summary, they first consider the teaching contents, secondly consider the teaching objectives, students' knowledge level, and so on. 4. Teachers think that the favorable factors that affect the effect of classroom summary are teaching methods, teaching contents, teaching objectives, students, and unfavorable factors such as time and students. 5. Most teachers change the form of summary from time to time, like teachers and students to sum up, tend to sum up the way of summary. The survey results clearly present the general situation of the use of classroom summary and the subjective consciousness of teachers in order to enrich the content of teaching design. Through the research and analysis of teaching video and corresponding teaching design, this paper draws a conclusion: when teachers set up class summary, they usually take students as the main body and teachers and students complete it together, and the duration is less than 3 minutes; The contents of the summary often correspond to the three-dimensional goal, and the types of the summary include induction, extension, enlightenment, analysis and comparison, chart summary, exchange evaluation, and so on. Teachers can choose the appropriate summary type according to the specific situation. This paper presents the problems existing in the classroom summary in the current mathematics teaching class: classroom summary is neglected, the way of summary is monotonous, the problem of summary is not clear, and the process of summary is lack of students' participation. This paper expounds in detail the factors that affect the summary of classroom-teaching contents, teaching objectives, teaching methods, students, time, traditional teaching thinking, the deviation between practice and theory. Finally, this paper presents the research conclusions in general, and puts forward some suggestions for classroom summary teaching.
【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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