基于对话的小学数学课堂教学研究

发布时间：2018-10-10 18:51

【摘要】：对话教学研究,已有众多国内外学者和一线教师进行理论或实践的探索,但还不是有效地运用于小学数学课堂中。基于新课程理念中学生自主探究、学会质疑、积极思考的主体性品质,提高课堂对话质量是有必要的。为了更好落实对话教学,深入研究对话教学课堂和传统对答教学课堂的差异,为提高课堂教学质量提供有益借鉴和参考,以对话作为研究的切入点,选取小学五年级两个班为研究对象,主要采用文献法、课堂观察法、案例分析法等研究法,研究内容为小学数学对答教学和对话教学课堂实录的编码对比分析。研究结果表明,第一,对话教学课堂的氛围更加活跃、生动有趣;第二,对话教学课堂中,教师提问的类型、提问的方式、学生的回答、教师的反馈、对话教学的评价都是围绕培养学生的思考能力、交往能力、合作能力;第三,对话教学课堂鼓励学生提出质疑,培养学生批判性思维。从而得到结论:实施对话教学班级的学生对于数学学习兴趣显然提高;课堂中的师生关系真正做到平等;学生更加主动发现问题、探究问题、解决问题;课堂的民主性落实了学生在课堂中的主人翁地位;课堂有效的对话让学生将知识理解得更透彻,并学以致用。根据研究结论,提出实施对话教学建议:第一,构建对话课堂环境;第二,确定对话教学目标;第三,设计对话话题呈现;第四,加强对话教学过程的策略;第五,设置多元化对话教学评价的方式。
[Abstract]:The research of dialogue teaching has been explored theoretically or practically by many scholars and teachers at home and abroad, but it has not been effectively applied in the mathematics classroom of primary school. Based on the new curriculum concept, it is necessary for students to explore independently, learn to question and think positively, and to improve the quality of classroom dialogue. In order to carry out the dialogue teaching better, to study the difference between the dialogue teaching and the traditional answer teaching, to provide useful reference and reference for improving the classroom teaching quality, and to take the dialogue as the starting point of the research. Two classes of grade five in primary school were selected as the research objects, mainly using the methods of literature, classroom observation and case analysis. The content of the research was the comparative analysis of the coding of the classroom record of mathematics answer teaching and dialogue teaching in primary school. The results show that, first, the atmosphere of dialogue teaching is more active, lively and interesting; second, in the dialogue teaching classroom, the types of questions asked by teachers, the ways of asking questions, the students' answers, the feedback of teachers, The evaluation of dialogue teaching focuses on the cultivation of students' thinking ability, communication ability and cooperation ability; third, dialogue teaching encourages students to raise questions and cultivate students' critical thinking. The conclusion is as follows: the students' interest in mathematics learning is obviously improved in the class of dialogue teaching; the relationship between teachers and students in the classroom is truly equal; the students are more active in finding problems, exploring problems, and solving problems; The democratic nature of the classroom implements students' status as masters in the classroom, and effective dialogue in the classroom enables students to understand their knowledge more thoroughly and apply it to their study. Based on the conclusions of the study, the author puts forward some suggestions for implementing dialogue teaching: first, to build a dialogue classroom environment; second, to determine the teaching objectives of dialogue; third, to design the presentation of dialogue topics; fourth, to strengthen the strategy of dialogue teaching process; fifth, Set up a variety of dialogue teaching evaluation methods.
【学位授予单位】：集美大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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