新疆小学数学教师课堂教学行为案例研究

发布时间：2018-06-15 00:20

本文选题：教学行为 + 评价标准　；参考：《中央民族大学》2017年硕士论文

【摘要】：随着人们对教育的重视程度越来越高,教育均衡成为我国教育发展的新任务。民族地区受到地理位置、经济等条件的限制,教育水平相对落后,推进其教育发展刻不容缓,教师作为教育发展的关键,对其教学行为进行研究具有重要的意义。本文建立了小学数学教师课堂教学行为评价标准,从教学语言、板书、多媒体教学等八个维度评价了小学数学教师的课堂教学行为,分析了新疆小学数学教师课堂上存在的问题,问题产生的可能原因,并针对这些问题提出了具体的建议,本文的具体内容分布如下。第一章是行文的基础,包括问题的提出、研究目的及意义和对相关文献的介绍。阐明了对北京和新疆小学数学教师课堂教学行为进行比较研究的必要性,通过对国内外文献的查阅和梳理,明确了小学数学教师课堂教学行为的概念,并确定其所包含的具体行为,以此作为后续研究和构建评价指标体系的理论基础。第二章是对行文的介绍,主要介绍了研究对象、研究方法、论文中涉及的关键概念的界定和研究框架。第三章建立小学数学教师课堂教学行为评价标准。在文献研究和课堂观察的基础上,初步拟定了教学行为的维度和指标。通过与一线教师和相关领域研究人员的沟通,确定研究维度。然后,利用指标序号法,确定各维度和指标的权重,根据权重剔除重要性较低的指标,最终从教学语言、板书、多媒体教学等八个维度建立了小学数学教师课堂教学行为评价标准。第四章是北京和新疆小学数学教师教学行为的差异分析。从教学语言、板书、多媒体教学、体态语使用、提问、问题反馈、练习设计和练习反馈八个维度和维度的具体指标上进行分析,发现新疆和北京小学数学教师课堂教学行为中存在的差异,进而分析新疆小学数学教师课堂教学行为存在的问题和其潜在原因。并从教师自身基本素质、培训机制方面对产生问题的潜在原因进行阐述。第五章针对存在的问题和其潜在原因从改善教师自身素质和加强教师培训两个角度给出具体可操作性建议。
[Abstract]:As people pay more and more attention to education, educational balance has become a new task for the development of education in China. The education level of minority areas is relatively backward due to the restriction of geographical location and economy. It is urgent to promote the development of education. Teachers are the key to the development of education. It is of great significance to study their teaching behavior. This paper establishes the evaluation standard of classroom teaching behavior of primary school mathematics teachers, and evaluates the classroom teaching behavior of primary school mathematics teachers from eight dimensions of teaching language, blackboard writing and multimedia teaching. This paper analyzes the problems existing in the classroom of primary school mathematics teachers in Xinjiang and the possible causes of the problems, and puts forward some specific suggestions for these problems. The specific contents of this paper are as follows. The first chapter is the basis of the text, including the question, the purpose and significance of the study and the introduction of relevant literature. This paper expounds the necessity of comparative study on the classroom teaching behavior of primary school mathematics teachers in Beijing and Xinjiang, and clarifies the concept of classroom teaching behavior of primary school mathematics teachers by consulting and combing the literature at home and abroad. The concrete behavior included is determined as the theoretical basis of the following research and the construction of evaluation index system. The second chapter is the introduction of the text, mainly introduces the research object, research methods, the definition and research framework of the key concepts involved in the paper. The third chapter establishes the elementary school mathematics teacher classroom teaching behavior appraisal standard. On the basis of literature research and classroom observation, the dimensions and indicators of teaching behavior are preliminarily worked out. The research dimension is determined by communicating with teachers and researchers in related fields. Then, using the index ordinal method, the weight of each dimension and index is determined, according to the weight, the index of lower importance is eliminated, and finally, from the language of instruction, blackboard, Multimedia teaching and other eight dimensions set up the elementary school mathematics teacher classroom teaching behavior evaluation standard. The fourth chapter is the analysis of teaching behavior difference between primary school mathematics teachers in Beijing and Xinjiang. From the teaching language, blackboard, multimedia teaching, body language use, questioning, question feedback, practice design and practice feedback eight dimensions and specific indicators, The differences in classroom teaching behaviors between primary school mathematics teachers in Xinjiang and Beijing are found, and the problems and potential causes of classroom teaching behavior of primary school mathematics teachers in Xinjiang are analyzed. And from the teacher's own basic quality, the training mechanism aspect to produce the question the latent reason to carry on the elaboration. The fifth chapter gives some practical suggestions from two aspects of improving teachers' own quality and strengthening teachers' training aiming at the existing problems and their potential causes.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

【参考文献】