小学数学教师课堂理答策略研究

发布时间：2018-03-20 00:01

本文选题：小学数学　切入点：课堂　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着新一轮课程改革的推进,教师的角色定位也发生了改变,学生成为课堂的主体,教师扮演的是学生的引导者、组织者、协调者。这要求我们重新审视教师教的方式和学生学的方式。通过问卷调查和访谈调查以及长期的课例研究表明,小学数学教师课堂理答的现状及其背后的原因如下:课堂理答形式单一,是因为教师过于依赖学生的错误;理答策略较少是因为教师课堂理答意识薄弱,教师认为追问即理答;学生认为候答时间不够,是因为课堂理答时机难控,教师理答时间不合理;课堂理答范围集中,教师为提高效率忽视后进生;大部分理答多为积极理答,但有些课堂理答简单直接,消极反馈使理答低效。根据实例研究得出小学数学课堂生成的理答原则有以下几点:趣味性原则、思维性原则、及时性原则、层次性原则和平等性原则。根据小学数学课堂教学理答现状分析,笔者提出五点理答策略:加强教师理答意识、丰富教师理答策略、善于捕捉理答资源、有效把控理答时机、理答分层面对全员。其中,要学会捕捉理答资源,就要明确理答资源的类型即学生生成的类型,笔者归纳有教与学的生成,课堂意外生成和课堂管理生成,拓宽了教师对于理答资源的认识。根据不同的生成,教师可以采取不同的理答策略。课堂中教师采用的理答具体操作策略,分成语言类理答策略和非语言类理答策略。语言类理答策略主要有:(1)诊断性理答策略:肯定策略、否定策略、商议策略;(2)发展性理答策略:追问策略、转问策略、反问策略;(3)整理性理答策略:归纳策略、规范策略、提升策略。非语言类理答策略包括动作理答、神情理答、物质理答等。笔者通过实践,认为要巧妙运用小学数学课堂生成的回应必须注意以下几点:树立先进理念,课前充分预设,课中善于倾听,课后勤于反思。通过实践证明,针对课堂不同生成,教师采取合适的回应策略,激发了学生的数学思维,使课堂充满智慧,师生关系更加融洽。
[Abstract]:With the advancement of the new round of curriculum reform, the role of teachers has also changed. Students become the main body of the classroom, and teachers play the role of guides and organizers of students. Coordinator. This requires us to re-examine the way teachers teach and the way students learn. Through questionnaires and interviews, as well as long-term case studies, The present situation of primary school mathematics teachers' classroom answering and the reasons behind it are as follows: the single form of classroom answer is due to the teacher's mistake of relying too much on students, the less strategy of answering is that the teacher's consciousness of answering in class is weak, and the teacher thinks that questioning is the right answer; The students think that the waiting time is not enough because the timing of answering in class is difficult to control, and the time for teachers to answer questions is unreasonable; the scope of classroom answers is concentrated and teachers ignore the backward students in order to improve their efficiency; most of the answers are positive. However, some classroom answers are simple and direct, and negative feedback makes them inefficient. According to the case study, the following principles are obtained: interesting principle, thinking principle, timeliness principle, etc. According to the analysis of the present situation of primary school mathematics classroom teaching, the author puts forward five strategies: strengthening teachers' awareness of answering, enriching teachers' strategy of answering, being good at capturing the resources of answering, and effectively controlling the timing of answering. In order to learn to capture the answer resource, we must make clear the type of the answer resource, that is, the type of student generation. The author induces the generation of teaching and learning, classroom accident generation and classroom management generation. It broadens teachers' understanding of answering resources. According to different generation, teachers can adopt different strategies. The strategies are divided into linguistic strategies and non-linguistic strategies. Linguistic strategies include: 1) Diagnostic strategy: positive strategy, negative strategy, negotiation strategy / developmental strategy: questioning strategy, question changing strategy. Answer strategy: inductive strategy, normative strategy, promotion strategy. Non-verbal answer strategy includes action answer, facial expression answer, material theory answer and so on. It is believed that the following points should be paid attention to to skillfully use the responses generated in primary school mathematics classroom: setting up advanced idea, fully presetting before class, being good at listening in class and diligent in reflection after class. Teachers adopt appropriate response strategies, which stimulate students' mathematical thinking, make the classroom full of wisdom, and make the relationship between teachers and students more harmonious.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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