高中数学新手教师和专家型教师概念教学的个案比较研究
发布时间：2019-04-23 20:15
【摘要】：为了促进社会的发展和更有利于新课程改革的实施,教师专业化的需求程度越来越高。随着不断更新的教师队伍,怎样尽快地实现新手教师向专家型教师的转化,使得新手教师更快更好得成长,成为社会关注的问题。数学概念是数学学习的重要组成部分,是学生学习数学理解数学的基础,也是培养学生数学思维的核心。数学概念教学的设计和教学实施,直接影响着学生对数学概念的理解和应用,因此本文比较高中数学新手教师和专家型教师概念教学的个别案例,找出新手教师在数学概念教学中的不足,并给与建议,使得新手教师尽快掌握数学概念教学的要领。本文通过文献研究法、访谈法和信息采集法等方法,收集高中数学新手教师和专家型教师几个不同领域数学概念教学的资料,教学设计中体现出的对数学概念的理解和认识,设计的引入概念的方式和概念的应用,以及在教学实施中记录教师的提问内容与方式、师生互动情况、教学时间分配、课堂小结方式等方面,提炼出专家型教师概念教学所具有的特点,从而给与新手教师一些概念教学上的建议,帮助新手教师尽快掌握数学概念教学的要点,缩短成长周期。研究结论。(1)较新手数学教师,专家型数学教师在对数学概念的理解方面,更加深刻,有自己的见解,用数学符号语言表达出数学的思想并建立起完善的概念机构和数学思想体系。(2)而在概念的引入方式层面,专家型教师经过灵活变通,能抓住数学概念的本质,根据对学生的了解和数学概念的特点,选择恰当的方式引入,注重讲解新旧概念之间的联系。(3)在教学实施过程中,专家型教师通过选择内容和恰当的提问方式,与学生之间形成良好密切的沟通,能够引导学生探索概念的特性,在教学时间分配上,为学生研究学习概念留取了更多的时间,并没有让练习习题占据更多的课堂时。(4)在课堂小结时,新手教师是带领学生或者引领学生回顾总结本节课的概念知识,而专家型教师则是让学生独立完成课堂回顾,并且给出直观的概念知识框架,做了与已有知识联系的总结。针对上述的研究结论,对高中数学新手教师提出了几个可行性的建议：(1)新手教师应该及时更新自己数学教育的观念,多向专家型教师请教,经常观摩专家型教师的数学概念课程,并在此基础上创新,凸显出自己的教学风格。(2)在课后要进行自我反思,多钻研其他优秀的数学概念教学案例,尽快成为数学专家型教师。
[Abstract]:In order to promote social development and more conducive to the implementation of the new curriculum reform, the demand for teacher specialization is higher and higher. With the continuous updating of teachers, how to realize the transformation from novice teachers to expert teachers as soon as possible, so as to make the novice teachers grow faster and better, has become a problem of concern to the society. The concept of mathematics is an important part of mathematics learning, the foundation of students' understanding of mathematics, and the core of cultivating students' mathematical thinking. The design and implementation of mathematics concept teaching has a direct impact on students' understanding and application of mathematics concept. Therefore, this paper compares the individual cases of concept teaching between novice and expert teachers in high school mathematics. Find out the deficiency of novice teachers in mathematics concept teaching and give some suggestions to make novice teachers grasp the essentials of mathematics concept teaching as soon as possible. Through the methods of literature research, interview and information collection, this paper collects the data of mathematics concept teaching in several different fields of high school mathematics novice teachers and expert teachers, and the understanding and understanding of mathematics concepts reflected in the teaching design. The design of the introduction of concepts and the application of concepts, as well as in the teaching implementation of the recording of teachers' questions and ways, teacher-student interaction, teaching time allocation, classroom summary, and so on. Abstract the characteristics of the concept teaching of expert teachers, so as to give some advice on the concept teaching of novice teachers, and help the novice teachers to grasp the key points of mathematics concept teaching as soon as possible and shorten the growth cycle. Conclusions: (1) compared with novice mathematics teachers, expert mathematics teachers have more profound and own views on mathematical concepts. The mathematical thought is expressed in mathematical symbolic language and a perfect conceptual structure and mathematical thought system is established. (2) on the level of introducing the concept, the expert teacher can grasp the essence of mathematical concept by flexible adaptation. According to the understanding of the students and the characteristics of the mathematical concept, choose the appropriate way to introduce, pay attention to explain the relationship between the old and new concepts. (3) in the process of teaching implementation, the expert teachers choose the content and the right way of asking questions. The formation of good and close communication with the students can guide students to explore the characteristics of the concept, in the teaching time allocation, for students to study the concept of learning left more time, Does not allow practice exercises to occupy more classroom time. (4) in class summary, novice teachers lead students or lead students to review and summarize the conceptual knowledge of this class, while expert teachers allow students to complete classroom reviews independently. (4) in class summary, novice teachers lead students or lead students to review and summarize the concept of the class. And gives an intuitive conceptual knowledge framework, and makes a summary of the relationship with the existing knowledge. In view of the above research conclusions, this paper puts forward some feasible suggestions for the novice mathematics teachers in senior high school: (1) novice teachers should update their concept of mathematics education in time, and ask more expert teachers for advice. We often observe the mathematics concept curriculum of expert teachers, and innovate on this basis to highlight their own teaching style. (2) after class, we should reflect on ourselves and delve more into other excellent teaching cases of mathematical concepts. Become a mathematics expert teacher as soon as possible.
【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：2463761
[Abstract]:In order to promote social development and more conducive to the implementation of the new curriculum reform, the demand for teacher specialization is higher and higher. With the continuous updating of teachers, how to realize the transformation from novice teachers to expert teachers as soon as possible, so as to make the novice teachers grow faster and better, has become a problem of concern to the society. The concept of mathematics is an important part of mathematics learning, the foundation of students' understanding of mathematics, and the core of cultivating students' mathematical thinking. The design and implementation of mathematics concept teaching has a direct impact on students' understanding and application of mathematics concept. Therefore, this paper compares the individual cases of concept teaching between novice and expert teachers in high school mathematics. Find out the deficiency of novice teachers in mathematics concept teaching and give some suggestions to make novice teachers grasp the essentials of mathematics concept teaching as soon as possible. Through the methods of literature research, interview and information collection, this paper collects the data of mathematics concept teaching in several different fields of high school mathematics novice teachers and expert teachers, and the understanding and understanding of mathematics concepts reflected in the teaching design. The design of the introduction of concepts and the application of concepts, as well as in the teaching implementation of the recording of teachers' questions and ways, teacher-student interaction, teaching time allocation, classroom summary, and so on. Abstract the characteristics of the concept teaching of expert teachers, so as to give some advice on the concept teaching of novice teachers, and help the novice teachers to grasp the key points of mathematics concept teaching as soon as possible and shorten the growth cycle. Conclusions: (1) compared with novice mathematics teachers, expert mathematics teachers have more profound and own views on mathematical concepts. The mathematical thought is expressed in mathematical symbolic language and a perfect conceptual structure and mathematical thought system is established. (2) on the level of introducing the concept, the expert teacher can grasp the essence of mathematical concept by flexible adaptation. According to the understanding of the students and the characteristics of the mathematical concept, choose the appropriate way to introduce, pay attention to explain the relationship between the old and new concepts. (3) in the process of teaching implementation, the expert teachers choose the content and the right way of asking questions. The formation of good and close communication with the students can guide students to explore the characteristics of the concept, in the teaching time allocation, for students to study the concept of learning left more time, Does not allow practice exercises to occupy more classroom time. (4) in class summary, novice teachers lead students or lead students to review and summarize the conceptual knowledge of this class, while expert teachers allow students to complete classroom reviews independently. (4) in class summary, novice teachers lead students or lead students to review and summarize the concept of the class. And gives an intuitive conceptual knowledge framework, and makes a summary of the relationship with the existing knowledge. In view of the above research conclusions, this paper puts forward some feasible suggestions for the novice mathematics teachers in senior high school: (1) novice teachers should update their concept of mathematics education in time, and ask more expert teachers for advice. We often observe the mathematics concept curriculum of expert teachers, and innovate on this basis to highlight their own teaching style. (2) after class, we should reflect on ourselves and delve more into other excellent teaching cases of mathematical concepts. Become a mathematics expert teacher as soon as possible.
【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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