小学数学教学智慧形成原因的研究

发布时间：2018-05-26 09:04

本文选题：小学数学 + 教学智慧　；参考：《苏州大学》2015年硕士论文

【摘要】：教学智慧的研究由来己久,但至今,有关教育智慧的深层次研究,特别是对教育活动的核心问题——教学智慧研究,却为数不多.即便有所涉及,似乎多半只是一些外延式、描述式的研究.目前关于教学智慧的研究基本形成了“课前预设”和“课堂机智”为核心的理论框架.但在理论层面,对一般意义上的教学智慧理论研究较多,但多以静态的视角进行分析.但针对小学数学教师这一特殊人群的教学智慧的内涵与特征的研究还比较少,且对教学智慧生成的动力也很少研究,这方面的成果还有待于进一步的深化.本研究主要试图解决两个问题,一是教师的教学智慧主要是什么能力驱动的,二是在小学数学教学这一特殊语境下,将一线教师的教学智慧的体会提升到理论的高度去分析.本研究选择了十位小学数学教师作为研究对象,分析一线教师的关于教学智慧的论点中所隐含的生成因素.通过系统地研究教学智慧的生成过程和动因,得到了一个智慧形成的逻辑发展模式图.本文认为,教学智慧的形成有基础(个人基础和社会基础)、动因(创造性思维和教学反思)、素养(心理素养和专业素养)三个方面的因素.教学智慧本身包括课前设计智谋和现场调适机智,所以有效发展教学智慧必须在三类生成原因或教学智慧本身上直接作用.本文还提出了“伪教学智慧”的概念,更有效地表明了智慧的内涵;本文还在一般教学智慧研究的基础上探讨了局限于小学数学教学范围内的教学智慧,并提炼出“吃透教材”和“熟悉学生”为产生教学智慧的直接途径;最后以专家型教师张齐华和严育洪的理论与实践为个案进行个案研究,一方面证实了本文的“模式”,另一方面获得“智慧教育”和“文化涵养”方面的补充.综合教学智慧的形成原因和小学数学教学智慧的内涵,本文列出了几点可操作的教学智慧发展策略:1.发展综合文化修养.2.发展学科教学知识.3.教学反思.4.争取同行帮助.
[Abstract]:The study of teaching wisdom has a long history, but up to now, there are few researches on educational wisdom, especially on the core problem of educational activities, that is, teaching wisdom. Even if it does, it seems to be more than a few epitaxial, descriptive studies. At present, the research on teaching wisdom has basically formed the theoretical framework of "presupposition before class" and "classroom wit". But on the theoretical level, there are more researches on the theory of teaching wisdom in general sense, but most of them are analyzed from the static angle of view. However, there are few researches on the connotation and characteristics of teaching wisdom for this special group of primary school mathematics teachers, and there is little research on the motive force of the generation of teaching wisdom, and the achievements in this respect need to be further deepened. This research mainly tries to solve two problems, one is what ability is driven by teachers' teaching wisdom, the other is how to improve the teaching wisdom of teachers to the theoretical level in the special context of primary school mathematics teaching. In this study, ten primary school mathematics teachers were chosen as the research objects to analyze the underlying factors in the first-line teachers' argument on teaching wisdom. By studying systematically the forming process and motivation of teaching wisdom, a logical development pattern of wisdom formation is obtained. This paper holds that the formation of teaching wisdom is based on three factors: personal foundation and social foundation, motivation (creative thinking and teaching reflection), and accomplishment (psychological literacy and professional accomplishment). Teaching wisdom itself includes pre-class design wisdom and on-the-spot adjustment wit, so the effective development of teaching wisdom must play a direct role in three kinds of reasons or teaching wisdom itself. This paper also puts forward the concept of "pseudo-teaching wisdom", which shows the connotation of wisdom more effectively, and discusses the teaching wisdom confined to the scope of mathematics teaching in primary school on the basis of the research of general teaching wisdom. Finally, taking the theory and practice of expert teachers Zhang Qihua and Yan Yuhong as case studies, this paper proves the "model" of this paper. On the other hand, to obtain the "wisdom education" and "cultural self-cultivation." Based on the reasons of the formation of teaching wisdom and the connotation of elementary school mathematics teaching wisdom, this paper lists several operable strategies of teaching wisdom development: 1. Develop comprehensive cultural accomplishment. Development of subject teaching knowledge. Teaching reflection. Ask for help from your peers.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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