高中数学教师课前学生分析模式的校本研究

发布时间：2018-03-20 14:44

本文选题：课前学生分析　切入点：学生分析模式　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着课程改革的逐步深入,教师的关注目光更多的转向学生,教学须以学生为中心,发挥学生的能动性。这就要求教师要做好学生分析,加强教学设计的针对性,提高学生的学习质量。因此,研究高中数学教师课前学生分析,就是一件非常有意义的事情。本文在文献研究的基础上,结合本人的教学经验,对高中数学教师课前学生分析的情况作出调查和访谈,并基于调查结果,尝试建立高中数学教师课前学生分析模式。调查研究表明:一、高中数学教师大部分重视课前学生分析,认为课前学生分析有利于教师设计出适合学生的教学设计方案,有利于有针对性的进行有效的教学,满足不同学生的不同需求;二、教师课前学生分析的方法主要是谈话法、经验分析法、学生提问法等。教师运用这些方法所获得的学生情况,虽然对教学有一定的指导性,但未能反映学生的真实情况,怎样在经验认识的基础上进行准确的学生分析,对一线教师来说是比较困难的问题;三、教师课前学生分析的结果,没有很好地运用到教学中,教学以学生为中心还存在很大的差距。基于以上认识,本文提出课前学生分析模式包括:理论基础、基本内容、主要方法(途径)、基本原则等几个方面。理论基础包含心理学理论、数学教学理论和教学设计理论。基本内容和方法有:一是知识与技能的分析,主要方法有概念图法、课前预习卡、访谈问卷和技能先行条件分析法;二是学习态度的分析,主要方法有观察、谈话或态度量表;三是学习风格的的分析,主要有谈话、作业分析、观察学生在课堂上表现等途径和诊断学习风格的测试表法;四是学习动机的分析,主要采用访谈、观察、测量与调查等方法。基本原则包含整体把握学生,更要注意差异性;注意分析学生的可接受性;准确分析学生,注意过程性;适度分析学生,注意量力性。该模式还具有以下特点:分析内容突出课堂教学的需要,兼顾全面;分析方法以经验分析为主,兼顾专业测试;有指导性的提示问题,帮助教师深入分析。实践结果显示:教师运用该模式能更好地反映学生的真实情况,能提高教学设计的针对性,学生的听课效率有所增强。实践结果还说明,教师运用该模式还要注意以下问题:注重知识与技能分析的同时,也要注重对学生态度、学习风格和学习动机的分析;对于学生分析的方法,能在教师经验分析的基础上,采取测试量表,问卷调查等更专业的方法进行,使得学生分析更加接近学生的实际学习情况;在模式中的基本原则的指导下进行课前学生分析,得出的学生分析的学习情况会更科学更实际。
[Abstract]:With the gradual deepening of curriculum reform, teachers' attention turns to students more and more, and teaching should be student-centered and give full play to students' initiative, which requires teachers to do a good job of student analysis and strengthen the pertinence of teaching design. Therefore, it is very meaningful to study the pre-class student analysis of high school mathematics teachers. Based on the literature research, this paper combines my teaching experience, This paper makes an investigation and interview on the analysis of pre-class students of senior high school mathematics teachers, and based on the results of the investigation, attempts to establish a model of pre-class students' analysis for senior high school mathematics teachers. Most senior high school mathematics teachers attach importance to pre-class student analysis, think that pre-class student analysis is conducive to teachers to design a suitable teaching design scheme for students, is conducive to targeted and effective teaching, to meet the different needs of different students; second, The methods used by teachers to analyze students before class are mainly talking method, experience analysis method, student questioning method and so on. Although the students' situation obtained by teachers using these methods is instructive to some extent, it fails to reflect the students' true situation. How to make accurate student analysis on the basis of experience and cognition is a difficult problem for first-line teachers. Third, the results of teachers' pre-class student analysis have not been well applied to teaching. There is still a big gap in student-centered teaching. Based on the above understanding, this paper proposes that the pre-class student analysis model includes: theoretical basis, basic content, The main methods (approaches, basic principles, etc.). The theoretical basis includes psychological theory, mathematical teaching theory and instructional design theory. The basic contents and methods are as follows: first, the analysis of knowledge and skills, the main methods are concept map, Pre-class study cards, interview questionnaires and skills first condition analysis; second, analysis of learning attitude, mainly by observation, conversation or attitude scale; third, analysis of learning style, mainly conversation and homework analysis, The fourth is the analysis of learning motivation, which mainly adopts the methods of interview, observation, measurement and investigation, etc. The basic principles include grasping the students as a whole and paying more attention to the differences. Attention is paid to analyzing students' acceptability, accurately analyzing students, paying attention to process, moderately analyzing students and paying attention to the ability to measure. The model also has the following characteristics: analyzing contents to highlight the needs of classroom teaching, giving consideration to all aspects; The analytical method is based on experience analysis, taking into account professional tests, instructive and instructive questions to help teachers analyze deeply. The practical results show that teachers can better reflect the real situation of students by using this model. The practical results also show that teachers should pay attention to the following problems: pay attention to the analysis of knowledge and skills, but also pay attention to the attitude towards students. The analysis of learning style and motivation, the method of student analysis can be based on the teacher's experience analysis, taking more professional methods, such as measuring scale and questionnaire, so that the students' analysis is closer to the students' actual learning situation. Under the guidance of the basic principles in the model, the student analysis before class will be more scientific and practical.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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