高师院校数学教师课堂教学技能微格训练研究

发布时间：2018-05-05 17:31

本文选题：数学师范生 + 课堂教学　；参考：《四川师范大学》2012年硕士论文

【摘要】：随着我国新的基础教育数学课程的实施,高师院校数学教育改革滞后于基础教育改革的问题日渐突出,特别是在教师教学实践能力训练方面滞后,使得高师院校培养的数学师范生不能很好地满足中学数学教学需要。近年来,许多高师院校在数学教育改革方向做了有益的尝试,改革的主要方向之一就是加强教师教学技能的训练,以实现向培养应用型人才的转变,其中各师范高校训练师范生教学技能最常用也是最重要的方式就是“微格教学”。但随着“微格教学”的开设,其在训练师范生教学技能方面的优势逐渐得以体现的同时,也出现了一些不容忽视的问题,使得师范生教学能力的培养问题虽受到重视,却没有得到有效解决。本研究综合采用文献分析法、问卷调查法、访谈分析法、课堂观察法等多种科学研究方法,对高师微格师生和一线数学教学实际均进行了调研。调研发现高师数学“微格教学”最突出的问题是：①广大师范生对数学课堂教学技能的内涵理解不足；②目前所训练的教学技能种类太多,训练无法落实,且不太适合新课程及教师专业发展的要求；③数学微格训练操作模式不规范,不太能满足数学师范生技能训练的需要。而通过调研发现新课程下的中学数学课堂,关注的重点并不在传统意义的教学技能上,而是以学生发展为目的,关注课堂教学设计是否合理、新颖、符合数学学科特点；教学是否符合学生实际、是否关注学生的全面发展；关注课堂教学实施中导入、展开、结束的思路是否清晰；是否顺应学生的认知规律；是否充分发挥学生的主体作用；,媒体技术运用是否实效、高效；以及说课、评课效果如何等。可以通过对数学课堂教学技能内涵的重新界定、对数学课堂教学技能进行重新分类以及构建合理的微格教学模式来改善数学“微格教学”。通过对相关文献的研究,结合新课程下中学数学教学实际,并听取相关专家的意见,笔者认为：可以从基础前提、属性归类、实践要求三个方面把数学课堂教学技能界定为：数学教师在已有的数学知识、数学教学理论知识的基础上,通过实践练习、反思体悟以及与周围环境的互动而建构形成的一系列教学行为方式和心智活动方式整合的实践；高师数学微格可以考虑训练以下课堂教学技能：数学教学设计技能、数学课堂教学实施技能(包括导入技能、展开技能、结束技能)、教学媒体运用技能和数学课堂教学研究技能(包括说课技能和听评课技能)四项；而高师院校的数学微格教学训练可按照学习观摩→微格设计→角色扮演→反馈→修改再实践的模式进行。
[Abstract]:With the implementation of the new basic education mathematics course in our country, the reform of mathematics education in normal universities is lagging behind the reform of basic education day by day, especially in the aspect of teachers' practical ability training. As a result, normal college students can not meet the needs of middle school mathematics teaching. In recent years, many normal colleges and universities have made a beneficial attempt in the direction of mathematics education reform. One of the main directions of the reform is to strengthen the training of teachers' teaching skills in order to realize the transformation to the cultivation of applied talents. Among them, microteaching is the most common and important way for normal college students to train their teaching skills. However, with the opening of "microteaching", its advantages in training normal students' teaching skills are gradually reflected, and at the same time, there are some problems that can not be ignored, which makes the cultivation of normal students' teaching ability more and more important. Has not been effectively addressed. In this study, literature analysis, questionnaire survey, interview analysis, classroom observation and other scientific research methods were used to investigate the teaching practice of teachers and students in teachers' colleges. The research found that the most prominent problem of "microteaching" in normal university mathematics is that the majority of normal students at 1 / 1 have insufficient understanding of the connotation of mathematics classroom teaching skills. 2. At present, there are too many kinds of teaching skills to be trained, and the training cannot be carried out. Moreover, it is not suitable for the new curriculum and teachers' professional development. 3. The operation mode of mathematical microtraining is not standard, and it can not meet the needs of mathematics normal students' skill training. Through investigation and research, it is found that the focus of middle school mathematics classroom under the new curriculum is not on the traditional teaching skills, but on the development of students, paying attention to whether the classroom teaching design is reasonable, novel and in line with the characteristics of mathematics. Whether the teaching accords with the students' reality or not, pays attention to the comprehensive development of the students, pays attention to the clear idea of introducing, developing and ending in the implementation of classroom teaching, whether or not it conforms to the students' cognitive laws; Whether to give full play to the main role of students, whether the application of media technology is effective and efficient; By redefining the connotation of mathematics classroom teaching skills, reclassifying the mathematics classroom teaching skills and constructing a reasonable microteaching model, we can improve the mathematics "microteaching". Through the study of relevant literature, combined with the practice of mathematics teaching in middle school under the new curriculum, and listening to the opinions of relevant experts, the author believes that: can be classified from the basic premise, attributes, The practice requires three aspects to define the mathematics classroom teaching skills as: mathematics teachers practice on the basis of the existing mathematical knowledge, mathematics teaching theory knowledge, Reflecting on the practice of integrating a series of teaching behaviors and mental activities formed by reflection and interaction with the surrounding environment, the teachers' mathematics microgrid can consider training the following classroom teaching skills: mathematics teaching design skills, Mathematics classroom teaching implementation skills (including introduction skills, development skills, end skills, teaching media skills and mathematics classroom teaching research skills (including speaking skills and listening and evaluation skills)) four; The teaching and training of mathematics microteaching in normal universities can be carried out according to the model of learning and observing micro design and role playing feedback modification and repractice.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：O1-4;G652.4

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