不同活动情境中教师数学语言的研究

发布时间：2018-03-08 03:08

本文选题：活动情境　切入点：教师　出处：《华东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：近年来有关实证研究表明教师的数学语言对儿童数学认知发展具有积极的影响。本论文将教师数学语言的研究聚焦于不同的活动情境中,通过观察并记录25名中班教师在研究者提供的蕴含数学元素的区角活动、绘本阅读活动以及集体教学活动中的数学语言,以课堂录像分析法对25名教师的75个活动录像进行文本转录、编码以及统计分析,归纳教师在不同活动情境中数学语言的类型、表现性特征以及不同背景教师在运用数学语言时的表现与差异,以期进一步深化有关教师数学语言的研究,并为丰富一线教师教育实践中的数学语言提供借鉴和启示。论文研究结果表明：1.不同活动情境中教师数学语言占总语言的百分比均达到50%左右,教师在活动中的数学语言总体多于幼儿的数学语言。2.教师在三种活动情境中数学语言的量均能预测儿童在该活动情境中数学语言的量。3.教师的数学语言可分为提问性数学语言、信息类数学语言、指示性数学语言、领会性数学语言、教师回应类数学语言以及提供答案类数学语言,其中提问性数学语言是教师在活动中运用最多的数学语言,不同活动情境中教师的数学语言呈现出不同的表现性特征。4.不同教龄教师的数学语言在量上未呈现统计意义上的差异,但在绘本活动情境中,数学特色与非数学特色幼儿园的教师在数学语言的总量以及提问性数学语言的量上存在显著差异；由观察发现教师运用数学语言的差异主要表现在提问内容、概念讨论以及回应儿童时使用的策略。
[Abstract]:In recent years, empirical studies have shown that teachers' mathematical language has a positive impact on the development of children's mathematical cognition. By observing and recording the mathematical language of 25 middle class teachers in the corner activities with mathematical elements provided by the researchers, picture book reading activities and group teaching activities, The 75 activity videos of 25 teachers were transcribed, coded and statistically analyzed by classroom video analysis, and the types of mathematical language of teachers in different activity situations were concluded. In order to further deepen the research on teachers' mathematical language, the expressive characteristics and the performance and differences of teachers from different backgrounds in the use of mathematical language are discussed. The research results show that the percentage of teachers' mathematical language in the total language in different activity situations is about 50%. The quantity of mathematics language in the three activity situations can predict the quantity of mathematics language of children in the activity situation. The mathematics language of teacher can be divided into questioning mathematics language. Information mathematical language, indicative mathematical language, comprehensible mathematical language, teacher response mathematical language and mathematical language providing answers are the most frequently used mathematical languages in the activities of teachers. Teachers' mathematical language shows different expressive characteristics in different activity situations. (4) the mathematical language of teachers of different teaching ages has no statistical differences in quantity, but in picture book activities, There are significant differences in the total quantity of mathematics language and the quantity of questioning mathematics language between teachers of mathematics characteristic kindergarten and non-mathematics characteristic kindergarten. Concept discussion and strategies used in response to children.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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