高中数学教师使用教科书中探究内容的个案研究

发布时间：2018-01-27 00:34

本文关键词： 高中数学教师教科书探究内容个案研究　出处：《云南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教科书是教师教和学生学的基本材料。一定时期的数学教科书是民族或国家与社会发展到一定阶段时,社会对数学教育要求的最集中、系统的综合体现。作为课程的物化形态,教科书既体现着数学教育、教学的目标,又体现着社会对人所应具备基本素养的诉求。21世纪,全世界都在呼吁创新人才的培养,而高中阶段教育对培养创新人才具有特殊的意义。人教版高中数学教科书中设置的探究内容体现着高中数学课程提倡自主探究、动手实验、合作交流等学习数学方式的理念,对培养高中学生的创新意识与实践能力有着不可忽视的价值。然而教师在教学过程中使用教科书中探究内容的策略,决定着教科书特色功能与价值的实现,是值得关注的一个研究主题。研究采用个案法、文献法、访谈法、实物分析法、课堂观察法等研究方法,探查了高中数学教师使用教科书中探究内容的策略。具体而言,研究首先梳理了国内外有关教科书的研究,编制了访谈提纲和课堂观察表,然后从E中学高一、高二年级数学组教师中选取五位教师作为个案,通过课前和课后访谈、课堂观察、教案采集等方式收集到每位教师3—4个课题新授课的相关资料,采用教师使用教科书策略的3×3矩阵框架分析每位教师在课前、课中及课后不同时段内阅读、评价和调整教科书中探究内容的策略,并基于此再对比样本教师阅读、评价和调整教科书中探究内容在时间、方式方面的异同,分析其原因。研究的主要结论为:第一,从时间上看,课前样本教师都阅读过教科书中探究内容并对其进行评价,部分教师还进行调整,课中也不同程度使用了教科书中探究内容,课后很少使用该部分内容,在下一届上课前再阅读。第二,从教学方式上看,首先样本教师对探究内容的教学方式单一,以讲解和师问生答的方式为主,学生自主探究少;其次在评价探究内容时,样本教师都考虑到学生,部分教师也考虑到考试。第三,不同教师对于同一课题教科书中探究内容的使用策略不尽相同,同一教师对不同课题中探究内容的使用策略也存在很大差异。第四,研究发现教师的经验、习惯是影响教师使用教科书探究内容的重要因素,学历对其影响并不大。研究的创新之处在于使用3×3策略矩阵框架对教师使用教科书中探究内容的策略进行了分析,同时对个案教师使用教科书中14个课题探究内容的策略分析时,详细展示了教师使用教科书中探究内容的情况,可为一线教师备课提供参考。但研究也存在样本量小的问题,同时由于初次系统使用访谈法、资料分析法进行研究,在数据分析时可能存在不够深入的问题。希望这次对高中数学教师使用教科书中探究内容的研究能够起到抛砖引玉的作用,引起更多一线教师关注教科书的使用或加入到教育科研的行列。
[Abstract]:Textbooks are the basic materials for teachers to teach and students to learn. The mathematics textbooks of a certain period are the most concentrated demands of mathematics education when the nation or country and society develop to a certain stage. As the materialized form of the curriculum, textbooks not only embody the goal of mathematics education and teaching, but also reflect the demand of the society for the basic accomplishment of human beings in the 21st century. The world is calling for the cultivation of innovative talents. High school education has a special significance to cultivate innovative talents. The inquiry content set up in the senior high school mathematics textbook embodies the high school mathematics curriculum to advocate independent inquiry, hands-on experiments. The idea of cooperative communication is of great value to cultivate the creative consciousness and practical ability of senior high school students. However, teachers use the strategies of exploring content in textbooks in the teaching process. To determine the realization of textbook characteristic function and value, it is a research topic worthy of attention. The research adopts case method, literature method, interview method, physical analysis method, classroom observation method and other research methods. This paper explores the strategies of senior high school mathematics teachers using textbooks to explore the content. Specifically, the study first combs the domestic and foreign research on textbooks, compiles the interview syllabus and classroom observation table, and then from E Middle School Senior one. In the mathematics group of grade two, five teachers were selected as a case study. Through interviews before and after class, classroom observation, teaching plan collection and so on, we collected the relevant data of 3-4 new subjects for each teacher. By using the 3 脳 3 matrix frame of textbook strategy, this paper analyzes the strategies for each teacher to read, evaluate and adjust the inquiry content in the textbooks before, during and after class. Based on this, the author compares the sample teachers' reading, evaluates and adjusts the similarities and differences in time and way of inquiry content in textbooks, and analyzes the reasons. The main conclusions of the study are as follows: first, from the point of view of time. The sample teachers have read and evaluated the content in the textbook before class, and some teachers have also adjusted it. In the course, the inquiry content in the textbook has been used to varying degrees, and this part of the content is rarely used after class. Read again before the next class. Second, from the perspective of teaching methods, the first sample teachers to explore the content of the teaching method is single, mainly to explain and teacher answers to the way, students to explore less; Secondly, when evaluating the inquiry content, the sample teachers all consider the students, and some teachers also consider the examination. Thirdly, different teachers have different strategies for the use of the inquiry content in the same textbook. In 4th, the study found that teachers' experience and habits are the important factors that affect teachers' use of inquiry content in textbooks. The innovation of the research is to use the 3 脳 3 strategy matrix framework to analyze the teachers' strategies of exploring the contents of textbooks. At the same time, the author analyzes the strategy of exploring the contents of 14 topics in the textbook, and shows the situation of the teachers using the contents in the textbook in detail. It can be used as a reference for teachers to prepare lessons. However, there is a small sample size in the study. At the same time, because of the first systematic use of the interview method, the data analysis method is used to study. In the data analysis, there may be some problems in depth. I hope this research on the use of textbooks for high school mathematics teachers to explore the content can play an important role. More and more teachers pay attention to the use of textbooks or join the ranks of educational research.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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