少数民族地区数学教师课堂教学语言的研究

发布时间：2018-01-11 00:31

本文关键词：少数民族地区数学教师课堂教学语言的研究　出处：《中央民族大学》2016年硕士论文　论文类型：学位论文

【摘要】：语言是教育工作者的重要工具,是教师传播知识和与学生沟通的重要媒介,在某种程度上,教学语言影响着教学效果,因此教学语言是非常值得关注和研究的。通过查阅相关文献发现,关于教师语言的研究很多,但是量化研究的很少,并且关于少数民族地区数学教师课堂教学语言的研究屈指可数,因此本文选取少数民族地区义务教育阶段共十二节数学课堂录像,主要对数学教师的课堂教学语言进行量化研究,以期发现少数民族地区数学教师课堂教学语言的一些特点,并针对客观现状提出一些可行性建议。本文首先通过大量阅读相关文献,了解数学教师课堂教学语言的主要分类,然后结合少数民族地区数学课堂录像,确定了本研究中关于少数民族地区数学教师课堂教学语言的分类：反馈性语言,激励性语言,赞成启发性语言,提问性语言,讲解性语言,强调总结性语言,命令性语言,过渡性语言和比喻性语言。其中主要的研究方法为录像研究的方法,即第一步：根据需要,选择具有代表性的研究对象；第二步：将课堂录像转录为文本形式；第三步：根据已经确定好的语言分类,对文本进行逐句编码；第四步：整理数据,进行数据分析；第五步：得出结论。研究结果表明,少数民族地区数学教师课堂教学语言以提问语言为主,平均每堂课达到一百三十次,比其他各类语言总数都多；对于反馈性的语言,发现少数民族地区数学教师多使用简单重复学生的回答这种方式,很少对学生的回答给予适当的评价；鼓励性的语言偏少、并且过于单一,多是“好、很好”之类；赞成启发性语言、总结强调性语言和比喻性的语言使用的最少。然而这三类语言在数学教学中都很重要,因此要注意这三方面教学语言的使用。由于提问语言很重要并且占有很高比例,所以本文按其需要思考的复杂程度做了进一步分类：机械性提问、识记性提问、理解性提问、推理性提问和创造性提问,前两种为低水平提问,后三种为高水平提问。对比教师的提问,根据学生回答所需要的认知程度,论文对学生的回答也进行了分类：无答、机械性回答、识记性回答、理解性回答、推理性回答和创造性回答,前三种为低认知回答,后三种为高认知回答。统计后发现少数民族地区数学教师高水平提问较少,并且教师的高水平提问和学生的高认知回答是正相关的,因此教师应多设计些高水平提问,减少低水平提问的使用。最后,经过对少数民族地区数学课堂师生语言数量的对比发现,教师占有绝对主要话语权,这与我们义务教育阶段数学课程标准提倡的师生关系不太相符。
[Abstract]:Language is an important tool for educators and an important medium for teachers to spread knowledge and communicate with students. To some extent, teaching language affects the teaching effect. Therefore, the teaching language is very worthy of attention and research. Through the review of relevant literature, there are a lot of research on teacher's language, but the quantitative research is very little. And about the minority area mathematics teacher classroom teaching language research is few, therefore this article selects the minority nationality area compulsory education stage altogether 12 mathematics classroom video. This paper makes a quantitative study on the classroom teaching language of mathematics teachers in order to find some characteristics of the classroom teaching language of mathematics teachers in minority areas. And put forward some feasible suggestions for the objective situation. Firstly, through reading a large number of relevant documents, this paper understands the main classification of mathematics teachers' classroom teaching language, and then combines with the mathematics classroom video in minority areas. This paper determines the classification of classroom teaching language of mathematics teachers in minority areas: feedback language, encouraging language, positive language, questioning language, explaining language, emphasizing summative language. Command language, transitional language and metaphorical language. The main research method is the video research method, that is, the first step: select the representative research object according to the need; Step 2: transcribing the classroom video into text form; Step 3: according to the established language classification, the text is coded sentence by sentence. Step 4th: collate the data, carry on the data analysis; The results show that the teaching language of mathematics teachers in minority areas is mainly questioning language, with an average of 130 times per class, more than the total number of other languages; For feedback language, it is found that mathematics teachers in minority areas often use simple repeated students' answers, and seldom give appropriate evaluation to students' answers; Encouraging language less, and too single, more is "good, very good" and so on; In favor of enlightening language, summing up the emphasis language and figurative language use the least. However, these three languages are very important in mathematics teaching. Therefore, we should pay attention to the use of these three teaching languages. Because the question language is very important and occupies a high proportion, this paper makes a further classification according to the complexity of its need to think: mechanical questioning, memorized questioning. The first two types are low level questions, the last three are high level questions. Compared with teachers' questions, according to the students' cognitive level needed to answer. The paper also classifies students' answers: no answer, mechanical answer, memorized answer, comprehension answer, inferential answer and creative answer, the first three are low cognitive answer. The latter three are high cognitive answers. The statistics show that mathematics teachers in minority areas have fewer high level questions, and teachers' high level questions are positively correlated with students' high cognitive answers. Therefore, teachers should design more high-level questions to reduce the use of low-level questions. Finally, through the comparison of the number of teachers and students in mathematics classroom in minority areas, it is found that teachers have the absolute right to speak. This does not correspond to the teacher-student relationship advocated by our mathematics curriculum standards in compulsory education.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

【相似文献】