数学教师课堂教学行为比较研究

发布时间：2018-06-12 21:03

本文选题：课堂教学行为比较 + 提问　；参考：《南京师范大学》2012年博士论文

【摘要】：随着教育改革的不断深入,人们已经逐渐意识到,提高课堂教学有效性,提升课堂教学质量关键在于教师。而教师课堂教学行为是影响课堂教学质量的首要因素。研究以“课堂观察——课堂录像——课堂文字实录分析——课堂教学行为编码——教学行为分项研究——优秀教师、新手教师教学行为个案比较——得出结论”为基本研究模式。在分析和借鉴了国内外新手教师和专家教师教学行为比较研究的基础上,利用访谈、课堂录像分析等方法,分别对实验学校选取了6位优秀教师、8位新手教师14堂课堂教学录像进行比较研究；从数学教师的课堂提问、教学言语、反馈、等待等4种主要教学行为进行了分项研究,分别归纳出这4种教学行为的类型；通过对师生访谈,制订了这4种教学行为课堂观察量表,并对新手教师和优秀教师进行个案比较研究,指出了新手教师、优秀教师这4种教学行为的差异,并分别提出了提高这4种教学行为的相应策略。研究的主要内容与结论如下： 1.新手教师比较关注学生的知识掌握程度,而优秀教师不仅关注学生知识的掌握,还关注启发、引导学生思考,以调动学生的学习积极性；优秀教师善于追问,根据教学内容和学生的实际情况设置问题串,使问题形成问题链。教师应以教学目标为指导,设计课堂提问,追求课堂提问的时效性,减少低效提问；针对不同类型的问题采用不同的提问方式,启发、引导学生以激发学生高认知思维；鼓励学生积极参与课堂教学提问,切实提高课堂教学的有效性。 2.优秀教师追问性语言、引导性语言’的次数比新手教师多,新手教师提问性语言的次数比优秀教师多；优秀教师言语行为主要发生在在课题引入、讲解新知、例题讲解等环节,而新手教师的言语行为主要在例题讲解和课堂练习环节；优秀教师在应用过渡性语言的次数比新手教师多；课堂教学中,新手教师课堂教学话语掌控的间比优秀教师多,优秀教师比较关注给学生参与师生对话的机会。教师应该加强数学语言训练；适时应用隐喻方式进行教学,体现数学与生活实际相联系；合理有效地采用有效的追问,提高教师提问语言的有效性；语言力求丰富、生动、有趣,提高学生的学习的积极性。 3.优秀教师教学反馈行为在讲解新知、例题讲解出现的次数比新手教师多,而新手教师反馈行为在引入环节出现的次数比优秀教师多。优秀教师采用师生共同反馈的形式次数比新手教师多,优秀教师经常会引导学生相互讨论,使学生获得自我矫正的机会；优秀教师往往反馈及时,起到了强化的作用,新手教师往往无反馈地重复练习类似的问题；优秀教师反馈形式呈现多样化,而新手教师往往反馈形式比较单一教师应正确认识课堂教学反馈行为在课堂教学中的价值和作用；教师应该灵活运用多种课堂教学反馈行为；提高教师课堂教学反馈能力,在课堂教学中及时、准确地做出反馈。 4.新手教师在提问后等待次数明显比优秀教师少,每次的等待时间也比优秀教师少；优秀教师运用学生回答后等待的行为次数比新手教师要多。教师应依据不同的课堂类型,给学生留出恰当的“等待时间”,以便学生更好地思维；合理控制无效等待时间,提高课堂效率。
[Abstract]:With the deepening of education reform, people have gradually realized that the key to improving the effectiveness of classroom teaching and improving the quality of classroom teaching lies in the teachers, and the teacher's classroom teaching behavior is the primary factor affecting the quality of classroom teaching.
The study is based on "classroom observation - classroom video - the analysis of classroom text recording" - classroom teaching behavior coding - A Study of teaching behavior - a comparative study of the teaching behavior of excellent teachers and novice teachers -- the conclusion is the basic research model.
Based on the analysis and reference of the comparative study of the teaching behavior of the novice teachers and expert teachers at home and abroad, by means of interview and classroom video analysis, we selected 6 excellent teachers and 8 novice teachers in 14 classroom teaching videos respectively. The 4 main teaching behaviors were divided into 4 types of teaching behavior. Through interviews with teachers and students, the 4 teaching behavior classroom observation scales were formulated, and the comparative study of the novice teachers and excellent teachers was carried out. The differences in the 4 kinds of teaching behavior were pointed out, and the difference between the novice teachers and the excellent teachers was pointed out. The corresponding strategies to improve the 4 kinds of teaching behavior.
The main contents and conclusions of the study are as follows:
1. novice teachers pay more attention to the degree of knowledge mastery of students, while excellent teachers not only pay attention to the mastery of students' knowledge, but also pay attention to enlightenment, guide students to think and arouse their students' enthusiasm for learning; excellent teachers are good at asking questions, set up problems in accordance with the content of teaching and the actual situation of the students, so that the problems can form the chain of problems.
Teachers should take teaching objectives as guidance, design classroom questions, pursue the timeliness of classroom questions, reduce inefficient questions, adopt different ways of asking questions for different types of questions, enlighten students to stimulate students' high cognitive thinking, encourage students to actively participate in classroom teaching and ask questions, and effectively improve the effectiveness of classroom teaching.
2. excellent teachers ask for sexual language, the number of guiding language is more than the novice teachers, the number of novice teachers is more than that of the excellent teachers; the speech behavior of the excellent teachers mainly occurs in the introduction of the subject, the explanation of the new knowledge, the explanation of the examples and so on, while the speech behavior of the novice teachers is mainly in the example explanation and the classroom practice. The number of excellent teachers in the use of transitional language is more than that of the novice teachers; in the classroom teaching, the novice teachers' classroom teaching discourse is more than the excellent teachers, and the excellent teachers pay more attention to the opportunity for students to participate in the dialogue between teachers and students.
Teachers should strengthen the training of mathematical language; timely use metaphorical ways to teach, reflect the relationship between mathematics and life reality; use effective questioning effectively, improve the effectiveness of teachers' questioning language; language strive to be rich, vivid and interesting, and improve the students' enthusiasm for learning.
3. the feedback behavior of the excellent teachers is explained by the new knowledge. The number of examples of examples is more than the novice teachers, and the number of the feedback behavior of the novice teachers is more than that of the excellent teachers. The number of excellent teachers using the common feedback of teachers and students is more than that of the novice teachers. The excellent teachers often guide the students to discuss each other and make the students get a gain. The opportunity of self correction is necessary; excellent teachers often give feedback in time and play an intensifying role. Novice teachers often repeat similar problems without feedback; the feedback forms of excellent teachers are diversified, while novice teachers tend to have a relatively single feedback form.
Teachers should correctly understand the value and function of classroom teaching feedback in classroom teaching; teachers should flexibly use various classroom teaching feedback behaviors, improve teachers' feedback ability in classroom teaching, and make timely and accurate feedback in class teaching.
The number of waiting times of the 4. novice teachers is less than that of the excellent teachers, and the waiting time for each time is less than that of the excellent teachers; the number of good teachers who use the students to answer is more than the novice teachers.
Teachers should give students the right "waiting time" according to different class types so that students can think better, control invalid waiting time reasonably, and improve classroom efficiency.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G633.6

【参考文献】