小学数学课堂教学交往有效性的个案研究

发布时间：2018-09-10 07:37

【摘要】：随着教育教学改革的推进,人们对课堂教学交往展开了深入的研究。课堂教学交往不仅影响课堂教学氛围,而且也影响着课堂教学质量。传统的课堂教学交往中存在教学交往方式单一,教师控制课堂教学交往等不利于课堂教学交往的现象。不同学科的课堂教学交往情况不同,在小学数学课堂中,不仅需要学生对知识的学习,而且也需要教师在教学过程中培养学生的数学学习思维和发现问题、解决问题的能力,并使小学生能通过学习的知识去解决现实生活中所遇到的问题。故本研究选择小学数学学科的课堂进行研究,以新疆乌鲁木齐市第M小学T老师为个案,以小学数学课堂教学交往的现实情况为出发点,使用课堂观察法和访谈法对所观察的小学数学课堂中的教学交往展开了较为系统的研究。本研究从课堂教学交往的主体特点、活动形式、组织形式和效果评价四个方面进行分析,发现T老师小学数学课堂教学有效交往的情况如下:1.学生参与度低;2.课堂教学交往活动形式单一;3.课堂教学交往组织形式单一;4.忽视对学生数学学习能力的培养。针对以上四个问题,本文提出了相关对策和建议:第一,引导学生积极参与课堂教学活动;第二,注重学生数学综合能力的发展;第三,提倡多样化的数学学习活动;第四,采用多种形式的随堂练习题;第五,采用多维评价标准。
[Abstract]:With the development of education and teaching reform, classroom teaching communication has been deeply studied. Classroom teaching communication not only affects classroom teaching atmosphere, but also affects classroom teaching quality. In the traditional classroom teaching communication, there is a single way of teaching communication, and teachers control classroom teaching communication, which is not conducive to classroom teaching communication. In the primary school mathematics classroom, it is necessary not only for the students to study knowledge, but also for the teachers to cultivate the students' mathematics learning thinking and the ability to find problems and solve problems in the process of teaching. And enable pupils to learn knowledge to solve the problems encountered in real life. Therefore, this study chooses the primary school mathematics classroom to study, taking the teacher T of the M primary school in Urumqi, Xinjiang as a case, taking the actual situation of the primary school mathematics classroom teaching communication as the starting point. The classroom observation method and interview method are used to study the teaching communication in primary school mathematics classroom. This study analyzes the main characteristics, activity form, organization form and effect evaluation of classroom teaching communication, and finds out that T teacher's effective communication in mathematics classroom teaching in primary school is as follows: 1. The participation of students is very low. The form of classroom teaching communication activities is single. The organization form of classroom teaching communication is single. Neglecting the cultivation of students' learning ability in mathematics. In view of the above four problems, this paper puts forward the relevant countermeasures and suggestions: first, to guide students to actively participate in classroom teaching activities; second, to pay attention to the development of students' mathematics comprehensive ability; third, to promote diversified mathematical learning activities; fourth, Use a variety of forms of exercise with the class; fifthly, the use of multidimensional evaluation criteria.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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