不同成熟度小学数学教师的师生对话比较研究——基于课堂实录的分析

发布时间：2018-04-03 15:23

本文选题：小学数学教师　切入点：师生对话　出处：《教育科学研究》2017年12期

【摘要】：利用小学数学课堂师生对话分析框架对成都市C小学的四节常态课进行基于课堂实录的实证分析。研究表明:不同类型教师课堂师生对话存在显著差异;课堂教学基本技能的熟练掌握是实习教师转变为职初型教师的关键变量;教师对学生智力与能力的开发是职初型教师转变为经验型教师的关键变量;教师教学特色的形成和素质教育创新实践的开展是经验型教师转变为骨干型教师的关键变量。根据教师的成熟程度,采取相应的培养举措:训练实习教师的关键教学素养;强化职初型教师的生本意识与数学意识;提升经验型教师的集体建构能力;提升骨干型教师的课堂生态文化生成能力。
[Abstract]:By using the framework of teacher-student dialogue analysis in primary mathematics classroom, this paper makes an empirical analysis of the four normal classes in Chengdu C Primary School based on classroom record.The study shows that there are significant differences in classroom dialogue between teachers and students of different types of teachers, and that the proficiency of basic classroom teaching skills is the key variable for the conversion of intern teachers into entry-level teachers.Teachers' development of students' intelligence and ability is the key variable for the transition of teachers from the beginning to the experience, and the formation of teachers' teaching characteristics and the development of the innovative practice of quality education are the key variables for the transformation of experiential teachers into backbone teachers.According to the maturity of teachers, we should take corresponding measures: training the key teaching accomplishment of intern teachers, strengthening the students' consciousness and mathematics consciousness of the teachers at the beginning of service, improving the collective construction ability of the experiential teachers;To enhance the ability of classroom ecological culture generation of backbone teachers.
【作者单位】：西南大学教育学部;
【基金】：重庆市教育科学“十三五”规划2016年度重点课题“基于核心素养的学校课程建设研究”(2016-GX-002)的阶段性成果
【分类号】：G623.5

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