高中数学课堂教学行为分析与优化策略研究

发布时间：2018-05-01 09:41

本文选题：高中数学 + 课堂教学　；参考：《鲁东大学》2017年硕士论文

【摘要】：数学课堂教学一直是数学教育理论研究的重要领域,它是由各种数学活动组成的,而数学课堂教学行为又是组成数学活动的基本单位,由各种数学教学行为相互联系,彼此配合组成了一个有机整体从而形成一堂完整的数学课。因此,数学课堂教学行为的作用对一堂课的影响巨大。通过查阅相关文献发现如今的数学课堂教学中,教师的教学行为比较随意,被经验和习惯性行为所控制,导致学生的学习比较被动,严重影响了课堂教学质量。因此,对高中数学课堂教学行为的分析与优化既是一个理论问题,又是一个现实问题,值得我们进行深入分析和研究。本文在理论的基础上,对高中数学课堂教学行为进行了全面系统的分析与研究。首先,在理论的基础上,论述了对教学行为进行分项研究的必要性以及研究四种教学行为的重要性;其次,对四种行为的概念、特征及类型进行具体分析,建构高中数学课堂教学行为分析框架;再次,通过问卷调查和访谈的方法对教师的讲述和导入行为进行研究。讲述行为侧重对教师讲述语言的清晰性、科学性及感染力等方面的考察;导入行为侧重对教师常用导入方式和学生喜欢的导入方式的一致性上的考察;通过课堂观察,利用记号体系分析方法对课堂中的提问行为和反馈行为进行研究,侧重于对教师提问的问题类型及反馈类型的确定。最后,针对研究的结果提出优化策略。通过问卷调查、课堂观察和师生访谈等方法,研究教学行为的现状,发现当前数学教师在四种教学行为上存在的问题主要有:1.数学教师的讲述行为在讲述语言的清晰性和感染力上有待提高;2.导入行为中教师常用的导入行为与学生喜欢的导入行为不一致,不能充分激发学生的学习兴趣;3.提问行为中提问的问题类型偏简单,提问方式没有面向全体学生;4.反馈行为中反馈的方式太直接,没有充分利用学生的智慧。在数学教学过程中,教学行为必须在一定策略指导下进行优化,只有这样才能提升其有效性,进而提高教学质量。本文针对研究所得到的结果,提出了以下优化策略:1.树立正确的教师信念,促进信念向行为转化;2.促进教师行为态度的改变,做行为优化的催化剂;3.提高教师的知识素养,打好行为优化的基础;4.四种具体教学行为的优化策略,具体包括:(1)讲述行为的优化策略包括:注意对学习策略、学习方法的讲授,提高学生学习能力;提高教师讲授的热情度,生动而热情地讲授;联系学生生活实际,重视知识的应用教学。(2)导入行为的优化策略包括:加强新知与旧知间的联系,激发学生认知冲突;创设高质量问题情境,引领学生主动学习新知;提升教师数学文化素养,关注学生情感体验。(3)提问行为的优化策略包括:提高教师专业知识素养,提出高水平问题;调动学生积极性,教学面向全体学生。(4)反馈行为的优化策略包括反馈要具体,注意运用学生的智慧。
[Abstract]:Mathematics classroom teaching has always been an important field of mathematical education theory research. It is composed of various mathematical activities. And mathematics classroom teaching behavior is the basic unit of mathematical activities. It is linked by various mathematical teaching behaviors and forms an organic whole so as to form a complete mathematics lesson. The role of teaching behavior in classroom teaching has a great impact on a class. Through consulting relevant literature, it is found that in today's mathematics classroom teaching, teachers' teaching behavior is more random and controlled by experience and habitual behavior, resulting in students' learning more passively and seriously affecting the quality of classroom teaching. Therefore, the classroom teaching behavior of high school mathematics is carried out. The analysis and optimization is not only a theoretical and a practical problem, but also worthy of our in-depth analysis and research. On the basis of the theory, this paper makes a comprehensive and systematic analysis and Research on the classroom teaching behavior of high school mathematics. First, the necessity of the study of teaching behavior is discussed on the basis of theory. The importance of the study of the four kinds of teaching behavior is studied. Secondly, the concept, characteristics and types of the four kinds of behavior are analyzed in detail, and the analysis framework of the classroom teaching behavior in high school mathematics is constructed. The study of sex and infectious force, the introduction behavior focuses on the consistency of the teachers' common introduction and the students' favorite introduction. Through the classroom observation, we use the notation system analysis method to study the questioning behavior and feedback behavior in the classroom, and focus on the type of questions and the type of feedback on Teachers' questions. Finally, the optimization strategy is put forward in view of the results of the study. Through the questionnaire survey, classroom observation and interview with teachers and students, the present situation of teaching behavior is studied. The main problems of the four kinds of teaching behavior in the current mathematics teachers are as follows: 1. the narration behavior of the mathematics teachers should be improved in the clarity and infectivity of the spoken language; 2. The teachers' commonly used introduction behavior is not consistent with the students' favorite introduction behavior, which can not fully arouse the students' interest in learning. 3. the question type of questions in the questioning behavior is simple and the way of asking questions is not for all students; the way of feedback in the 4. feedback behavior is too direct and does not make full use of the wisdom of the students. In the course of the course, teaching behavior must be optimized under the guidance of certain strategies. Only in this way can it improve its effectiveness and improve the quality of teaching. In this paper, the following optimization strategies are put forward in the light of the results obtained by the research: 1. set up the correct belief of teachers, promote the conversion of faith to behavior, and 2. to promote the change of teachers' behavior and attitude, and to optimize the behavior. 3. to improve the knowledge of teachers and to make a good foundation for the optimization of behavior; 4. the optimization strategies of four specific teaching behaviors, including: (1) the optimization strategies of the behavior include: paying attention to the teaching of learning strategies, learning methods, improving students' learning ability, improving the enthusiasm of teachers teaching, teaching vividly and enthusiastically; contact study. (2) the optimization strategies of the introduction behavior include: strengthening the connection between the new knowledge and the old knowledge, stimulating the students' cognitive conflict, creating the high quality problem situation, leading the students to learn the new knowledge actively, improving the teachers' literacy of mathematics, and paying attention to the emotional experience of the students. (3) the optimization strategy of the questioning behavior includes: raising the questioning behavior Teachers' professional knowledge and knowledge, put forward high level problems, mobilize the enthusiasm of students, teaching to all students. (4) feedback behavior optimization strategies include feedback to be specific, pay attention to the use of the wisdom of the students.

【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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