民族地区中学数学命题教学的课堂语言案例研究

发布时间：2018-04-10 14:54

本文选题：课堂语言 + Nvivo10　；参考：《中央民族大学》2016年硕士论文

【摘要】：本研究使用Nvivo10软件和弗兰德斯互动分析系统,以贵州省民族地区A教师的《平行四边形的判定》课堂教学实录和甘肃省民族地区C教师的《圆锥的侧面积和表面积》课堂教学实录以及特级教师李庾南(下文称为B教师)的《平行四边形的判定》课堂教学实录为研究对象,构建基于初中命题教学的课堂语言编码框架,从每个节点的覆盖率百分比和编码密度两个方面进行具体分析,旨在从课堂语言类型的角度,对民族地区和教育发达地区的数学命题教学进行对比和分析,并给出相关结论。本研究分为四个阶段进行：第一阶段：文献研究。首先界定本文的相关概念,介绍研究背景和意义,进而梳理文献,确定本研究使用的方法。第二阶段：研究设计。介绍本研究的对象、方法和理论基础,然后设计研究过程。第三阶段：案例分析。使用Nvivo10软件,按照上一阶段设计的过程对课堂教学实录进行转录、编码,对比分析节点的覆盖率百分比和编码密度,并给出相关结论。第四阶段：总结。对本文的研究成果进行归纳并总结论文中的不足之处。论文的主要工作与结论如下：1.量化编码指标、构建了初中数学命题教学的课堂语言编码框架,共包含两部分、6大类、44个节点,并分别对三节课堂教学实录进行了转录和编码。2.使用Nvivo10软件,通过对比分析每个节点的覆盖率百分比和编码密度,发现A教师和C教师均比B教师的陈述性语言节点的覆盖率百分比低,提问性语言节点的覆盖率百分比高。3.通过分析各个提问节点覆盖率百分比和编码密度,发现A教师、C教师与B教师的简单提问语言占提问性语言的比分别为：80.76、86.56%和54.74%,A教师与C教师的复杂提问主要出现在命题的应用环节,B教师的复杂提问主要出现在命题的证明环节。4.为了进一步探究在命题教学的课堂上,是否体现猜想的形成过程和证明的探索发现过程,构建追问的编码框架,分析每种类型的追问节点的覆盖率百分比和编码密度,发现三位教师的追问性语言在不同教学环节存在差异。5.根据研究成果,构建中学数学命题教学的课堂语言编码框架,教师可以通过Nvivo10平台发现自身课堂语言的特点和不足。
[Abstract]:This study uses Nvivo10 software and Flanders interactive analysis system,Based on the "judgment of parallelogram" by A teacher in ethnic minority area of Guizhou Province and the "side area and surface area of cone" of C teacher in ethnic minority area of Gansu Province, and Li Yu Nan, a special teacher (below), the classroom teaching record of "A teacher" and the "side area and surface area" of C teacher in ethnic minority area of Gansu Province are given.The judgment of parallelogram, which is called "teacher B", is actually recorded in classroom teaching as the object of study.In order to construct the classroom language coding framework based on junior middle school proposition teaching, this paper analyzes the coverage percentage and coding density of each node in order to analyze the classroom language types.This paper makes a comparison and analysis of mathematical proposition teaching in ethnic minority areas and developed educational areas, and gives relevant conclusions.This study is divided into four stages: the first stage: literature research.Firstly, this paper defines the relevant concepts, introduces the research background and significance, then combs the literature to determine the methods used in this study.The second stage: research and design.The object, method and theoretical basis of this study are introduced, and then the research process is designed.The third stage: case study.This paper uses Nvivo10 software to transcribe and encode the classroom teaching record according to the process designed in the last stage, and compares and analyzes the coverage percentage and coding density of the nodes, and gives the relevant conclusions.The fourth stage: summary.This paper summarizes the research results and summarizes the shortcomings of the paper.The main work and conclusions are as follows: 1.Quantifying coding index, this paper constructs the classroom language coding framework of mathematics proposition teaching in junior high school, which consists of two parts and six categories, 44 nodes, and transcribes and encodes respectively three classroom teaching records.By comparing the percentage of coverage and coding density of each node with Nvivo10 software, it is found that teachers A and C have lower coverage percentage of declarative language nodes and higher coverage percentage of questioning language nodes than B teachers.By analyzing the percentage of coverage and coding density of each question node,It is found that the ratio of simple questioning language between teacher A and teacher B is 80.766.56% and 54.74A respectively, and the complex questions of teacher A and teacher C mainly appear in the application of proposition and the complex question of teacher B mainly appears in the proof link of proposition.In order to further explore whether the formation process of conjecture and the discovery process of proof are embodied in the classroom of proposition teaching, the coding framework of questioning is constructed, and the coverage percentage and coding density of each type of questioning node are analyzed.It is found that there are differences in the three teachers' questioning language in different teaching links. 5.According to the research results, teachers can find out the characteristics and shortcomings of their own classroom language through Nvivo10 platform by constructing the classroom language coding framework of mathematics proposition teaching in middle school.
【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

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