教师教育中基于案例教学法的数学教学案例的建构

发布时间：2018-01-11 09:18

本文关键词：教师教育中基于案例教学法的数学教学案例的建构　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教学案例是沟通教学理论与实践的载体,优质的教学案例是开展案例教学的重要工具。近年来,关于教学案例的建构已经从最初的法律、医学、管理领域到现在的教师教育领域。具体到数学教师教育领域,2016年召开了全国教育硕士专业学位学科教学(数学)专业教学案例编写研讨会,会上提出了建设数学教学案例库的方案。那么建构数学教学案例的现状如何?如何建构数学教学案例?采用案例教学法对所建构的案例进行实践教学检验,效果怎样?针对上述问题,本文作者首先对范例教学、知识分类、信息加工、情境认知等案例教学理论以及数学教师教育的培养目标进行了探讨,同时从认知和操作层面对一线中小学数学教师进行调查,初步了解其建构数学教学案例的现状,形成数学教学案例建构的理论基础和现实依据。在此基础上,参考比较成熟的管理教育案例的建构方法,提出数学教学案例的建构流程及方法,并建构了教学内容设计类和教学活动类案例。最后对案例1进行实践检验,将上海市某高校数学师范专业的两个班级作为“实验班”和“对照班”,分别开展案例教学和传统教学。通过问卷调查、测试和访谈等手段,从学生的课堂体验和知识掌握两个维度对案例1进行评价。通过研究得到以下结论:(1)一线数学教师在建构案例过程中存在理论缺乏等问题,需要通过明确案例建构的流程及方法、规范案例库建设等措施促进案例编写;(2)数学教学案例的建构流程:(1)确定主题,拟定计划;(2)学校调研,搜集资料;(3)素材加工,构思写作;(4)形成正文,撰写说明;(3)“对照班”和“实验班”在“引起注意”、“信心”、“相关性”、“满足感”这四个评价面向存在显著差异,且“实验班”学生对课堂体验的评价更高。说明本文所提出的方法有利于建构出课堂体验更优的数学教学案例;(4)“对照班”和“实验班”关于具体授课内容的检测数据存在显著差异,且“实验班”学生成绩更好。说明所建构的数学教学案例有利于掌握教育教学的理论知识。数学教学案例能帮助学生获得更理想的课堂体验,更有利于知识的掌握,应该加强和规范数学教学案例库的建设。期望本研究所提出的建构流程和方法对完善数学教学案例理论、指导实践方面有所帮助。
[Abstract]:Teaching case is the carrier of teaching theory and practice, high quality teaching case is an important tool to carry out case teaching. In recent years, the construction of teaching case has been from the initial law, medicine. From the field of management to the present field of teacher education, in 2016, a national seminar on case writing of teaching cases for subjects teaching (mathematics) of master degree in education was held. At the meeting, we put forward the plan of constructing the case bank of mathematics teaching. What is the present situation of constructing the case of mathematics teaching? How to construct mathematics teaching cases? What is the effect of using the case teaching method to test the practical teaching of the constructed cases? Aiming at the above problems, the author first discusses the case teaching theory, such as example teaching, knowledge classification, information processing, situational cognition, and the training objectives of mathematics teachers' education. At the same time, from the cognitive and operational level of primary and secondary school mathematics teachers to investigate, preliminary understanding of its construction of mathematical teaching cases, the formation of mathematical teaching case construction theoretical basis and practical basis. On this basis. Referring to the more mature construction method of management education case, this paper puts forward the construction process and method of mathematics teaching case, and constructs the case of teaching content design and teaching activity. Finally, case 1 is tested by practice. The two classes of mathematics teachers' major in a certain university in Shanghai are regarded as "experimental class" and "control class", respectively, and case teaching and traditional teaching are carried out, respectively, by means of questionnaire, test and interview. Case 1 is evaluated from the two dimensions of students' classroom experience and knowledge mastery. The following conclusions are drawn: 1) the first-line mathematics teachers are lack of theory in the process of constructing cases. It is necessary to make clear the process and method of case construction and standardize the construction of case base. (2) the construction process of mathematics teaching case: 1) to determine the subject and draw up the plan; (2) School research and data collection; (3) material processing and writing; 4) forming the text and writing notes; (3) there were significant differences between "control class" and "experimental class" in "attention, confidence", "relevance" and "satisfaction". Moreover, the students in the "experimental class" have higher evaluation of the classroom experience, which shows that the method proposed in this paper is conducive to the construction of mathematics teaching cases with better classroom experience. (4) there were significant differences between the "control class" and "experimental class" about the specific teaching content of the test data. And "experimental class" students have better results. It shows that the mathematical teaching case is conducive to grasp the theoretical knowledge of education and teaching. Mathematical teaching cases can help students to obtain more ideal classroom experience. It is more beneficial to master knowledge and should strengthen and standardize the construction of case bank of mathematics teaching. It is expected that the construction process and method proposed by this study will be helpful in perfecting the theory of mathematical teaching case and guiding the practice.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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