小学数学新手与专家教师课堂理答行为的比较研究
发布时间：2019-06-19 10:15
【摘要】：理答是课堂问答中教师对学生问题回答的评价与反应,是课堂教学中不可或缺但不被重视的环节。然而,数学课堂智慧的理答可以充分调动学生学习的兴趣和积极性,加深学生对数学问题的理解,引导学生对问题更深入思考和探究。如何做到智慧的理答,是值得教师学习的教学机智。本研究通过对小学数学新手教师与专家教师理答进行比较,目的是找出产生新手教师与专家教师理答差距的背后原因,为新手教师的成长提供指导和借鉴。本研究通过文献法、课堂观察法和问卷调查法,进行了如下工作:(1)总结概述关于新手教师和专家教师的研究成果,分析有关课堂理答的研究结论;(2)通过国内外教师与课堂理答的相关文献研究,改编制定出小学数学课堂教师理答观察表;(3)对学生和教师进行访谈和问卷调查;(4)根据观察记录,对小学数学新手教师和专家教师的课堂理答进行比较分析。通过课堂观察和教师访谈发现,小学数学新手教师与专家教师理答差异的原因为:(1)新手教师对数学教学本质的认识不足;(2)新手教师对学生数学学习本质的认识不足;(3)新手教师数学教学语言技术较欠缺;(4)新手教师教学设计预设、控制程度过高;(5)新手教师课后反思缺乏针对性;(6)新手教师缺乏学习意识和学习机会。根据以上结论和分析,提出改进新手教师课堂理答的建议:数学教师应加强自主发展,改变数学教学观念,加强反思与学习,提高自己数学教学技术;学校应为数学教师发展提供支持,为新手教师提供更多锻炼学习的平台和教师集体学习的氛围。
[Abstract]:Rational answer is the teacher's evaluation and response to students' question answer in classroom question and answer, and it is an indispensable but not paid attention to link in classroom teaching. However, the wisdom of mathematics classroom can fully arouse students' interest and enthusiasm in learning, deepen students' understanding of mathematical problems, and guide students to think and explore problems more deeply. How to achieve the wisdom of the answer, is worthy of teachers to learn the teaching tact. Through the comparison of primary school mathematics novice teachers and expert teachers, the purpose of this study is to find out the reasons behind the gap between novice teachers and expert teachers, and to provide guidance and reference for the growth of novice teachers. Through the literature method, classroom observation method and questionnaire survey method, this study has carried on the following work: (1) summarizes the research results about novice teachers and expert teachers, analyzes the research conclusions about classroom answer; (2) through the domestic and foreign teachers and classroom answers related literature research, adapts and formulates the primary school mathematics classroom teacher's answer observation table; (3) carries on the interview and the questionnaire survey to the student and the teacher; (4) according to the observation records, the classroom answers of novice teachers and expert teachers in primary school mathematics are compared and analyzed. Through classroom observation and teacher interview, it is found that the reasons for the difference between novice teachers and expert teachers are as follows: (1) novice teachers' lack of understanding of the essence of mathematics teaching; (2) novice teachers' lack of understanding of the essence of students' mathematics learning; (3) novice teachers' lack of mathematics teaching language technology; (4) novice teachers' teaching design presupposition and high control degree; (5) novice teachers lack of pertinence in after-class reflection; (6) novice teachers lack learning consciousness and learning opportunities. According to the above conclusions and analysis, this paper puts forward some suggestions for improving the classroom answer of novice teachers: mathematics teachers should strengthen independent development, change mathematics teaching concept, strengthen reflection and learning, and improve their own mathematics teaching technology; schools should provide support for the development of mathematics teachers, provide novice teachers with more training and learning platform and teachers' collective learning atmosphere.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
本文编号：2502275
[Abstract]:Rational answer is the teacher's evaluation and response to students' question answer in classroom question and answer, and it is an indispensable but not paid attention to link in classroom teaching. However, the wisdom of mathematics classroom can fully arouse students' interest and enthusiasm in learning, deepen students' understanding of mathematical problems, and guide students to think and explore problems more deeply. How to achieve the wisdom of the answer, is worthy of teachers to learn the teaching tact. Through the comparison of primary school mathematics novice teachers and expert teachers, the purpose of this study is to find out the reasons behind the gap between novice teachers and expert teachers, and to provide guidance and reference for the growth of novice teachers. Through the literature method, classroom observation method and questionnaire survey method, this study has carried on the following work: (1) summarizes the research results about novice teachers and expert teachers, analyzes the research conclusions about classroom answer; (2) through the domestic and foreign teachers and classroom answers related literature research, adapts and formulates the primary school mathematics classroom teacher's answer observation table; (3) carries on the interview and the questionnaire survey to the student and the teacher; (4) according to the observation records, the classroom answers of novice teachers and expert teachers in primary school mathematics are compared and analyzed. Through classroom observation and teacher interview, it is found that the reasons for the difference between novice teachers and expert teachers are as follows: (1) novice teachers' lack of understanding of the essence of mathematics teaching; (2) novice teachers' lack of understanding of the essence of students' mathematics learning; (3) novice teachers' lack of mathematics teaching language technology; (4) novice teachers' teaching design presupposition and high control degree; (5) novice teachers lack of pertinence in after-class reflection; (6) novice teachers lack learning consciousness and learning opportunities. According to the above conclusions and analysis, this paper puts forward some suggestions for improving the classroom answer of novice teachers: mathematics teachers should strengthen independent development, change mathematics teaching concept, strengthen reflection and learning, and improve their own mathematics teaching technology; schools should provide support for the development of mathematics teachers, provide novice teachers with more training and learning platform and teachers' collective learning atmosphere.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
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