初中数学课堂关键性事件中的师生互动研究

发布时间：2018-03-20 23:32

本文选题：关键性事件　切入点：初中数学课堂　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：数学教学是教师的教和学生的学的共同统一,是一个“双向”活动过程。通过师生互动、共同实现数学教学过程是一种基本有效的途径。此外,初中数学新课程的理念强调师生之间的互动,认为课堂教学活动是师生积极参与、交往互动和共同成长的过程。由此可见,初中数学课堂师生互动的研究对有效提高中学数学课堂教学有比较重要的意义和价值,因此本文主要研究的是初中数学课堂关键性事件中的师生互动研究。在研究思路上,研读了国内外师生互动的相关文献,对搜集到的文献资料进行整理、归纳和分析,对师生互动历来的研究有了一定程度的了解,同时也使笔者对师生互动的理论有了一定的理解。首先明确了论文中的关键词关键性事件、师生互动、数学课堂师生互动的含义。其次根据文献中课堂师生互动评估系统(CLASS),对其进行改编得到了理论框架。在研究方法上,本文使用了课堂观察法、课后访谈法和个案研究法,比较充分、全面、客观的记录了上海市某中学数学4位教师关键性事件中课堂师生互动的真实情况。其中两位是职初教师,两位是优秀教师。在研究问题上,通过观察发现有经验教师和职初教师存在的差异具体在哪里,优秀的课堂师生互动是如何展开的。根据各级目标行为对二级目标进行1到4分的赋值评分,可以发现职初教师与优秀教师的差异较为明显的。优秀教师的课堂师生互动是具有一定的特点的:1、创设丰富的课堂情境。2、多样化的情境展现方式。优秀教师会采用情境展示法、实践体验法、知识迁移法、循序渐进法来展现情境,不仅能激发学生的兴趣,同时也能更好地师生互动。3、给予学生更多自主探究的机会。通过让学生操作、实践,为学生提供“脚手架”,以及提问将知识转化为易于学生理解的内容来进行师生互动、生生互动。让学生处于困惑、愤悱的状态,引导他学会猜测、推理、检验,帮助他学会做决定。4、多样化的活动表征方式。学生从多方面理解数学,还能提升师生之间以及生生之间的数学交流能力。5、肯定鼓励的反馈方式。优秀教师会从积极地角度去肯定每一个学生,提高学生的自信心。还提出了以下几点教学建议:1、从本质上注重师生互动。2、创设民主课堂,营造互动氛围。3、丰富互动的方式,增加互动的参与主体。4、增加学生在课堂关键性事件中的话语比例。
[Abstract]:Mathematics teaching is the unity of teachers' teaching and students' learning, it is a "two-way" activity process. It is a basic and effective way to realize mathematics teaching process through teacher-student interaction. The concept of the new mathematics curriculum in junior high school emphasizes the interaction between teachers and students, and believes that classroom teaching activities are the process of active participation, interaction and common growth of teachers and students. The research of teacher-student interaction in junior high school mathematics classroom has important meaning and value to improve mathematics classroom teaching in middle school effectively. Therefore, this paper mainly studies the research of teacher-student interaction in the key events of mathematics classroom in junior high school. We have studied the relevant literature on teacher-student interaction at home and abroad, sorted out, summarized and analyzed the literature collected, and have a certain degree of understanding of the historical research on teacher-student interaction. At the same time, it also makes the author have a certain understanding of the theory of teacher-student interaction. The meaning of teacher-student interaction in mathematics classroom. Secondly, according to the classroom teacher-student interaction evaluation system in literature, the theoretical framework is obtained. In the research methods, this paper uses classroom observation method, after-class interview method and case study method. It fully, comprehensively and objectively records the real situation of classroom teacher-student interaction among the four mathematics teachers in a middle school in Shanghai. Among them, two are junior teachers and two are excellent teachers. Through observation, we find out the difference between experienced teachers and junior teachers, how the excellent classroom teacher-student interaction develops. According to the goal behavior at all levels, we assign a score of 1 to 4 points to the secondary goal. It can be found that the difference between teachers and excellent teachers is obvious. The teacher-student interaction of excellent teachers is the one with certain characteristics: 1, creating rich classroom situations. 2, diversified ways of situational presentation. Excellent teachers will adopt situational presentation method. Practice experience method, knowledge transfer method, gradual approach to show the situation, not only can stimulate students' interest, but also can better teacher-student interaction. 3, give students more opportunities to explore autonomously. By allowing students to operate, practice, Provide students with "scaffolding" and ask questions to translate knowledge into content that students can understand to interact with teachers and students and students and students. Let students be confused and grumbling, lead them to learn to guess, reason, and test. Help him learn to make decision. 4, a variety of activity representations. Students understand mathematics in many ways. It can also improve the ability of mathematical communication between teachers and students and between students and students. It also puts forward the following teaching suggestions: 1, paying attention to the interaction between teachers and students in essence, creating democratic classroom, creating interactive atmosphere. 3, enriching the way of interaction. Increase the interactive participants. 4, increase the proportion of students in the key events in the classroom.
【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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