新任数学教师课堂教学言语发展的个案研究

发布时间：2018-06-06 14:13

本文选题：新任教师 + 数学课堂　；参考：《华东师范大学》2017年硕士论文

【摘要】：初任教师教学言语水平的提升对教师专业化发展有着重要的价值,本研究以新任数学教师为研究对象,针对其课堂教学言语发展遭遇的问题进行研究,旨在探究新任数学教师在具体教学情境下教学言语发展的一般规律和基本路径,努力实现本研究对新任数学教师专业发展的参考价值。论文的第一部分主要阐述了不同视域下的课堂教学言语结构。论文首先对基于"人—物"关系的课堂教学言语结构存在的问题进行了剖析;然后论述了建构基于"人—人"关系的课堂教学言语结构的必要性,并以该言语结构作为论文分析新任数学教师课堂教学言语的框架和标准。本研究认为基于"人—人"关系的课堂教学言语分为结构性语言和语用性言语。所谓结构性语言,是指教学言语虽变动不居但有其相对确定的内在规律,需要教师认知和把握;所谓语用性言语,是指教学言语虽有相对确定性的规律和标准,但教师言说中又有不确定的具有个人各不同的风格与智慧,需要教师历练和提升。论文的第二部分主要论述了新任数学教师课堂教学言语能力发展的意义和价值,主要体现在两个方面:一是对数学教师职业发展的意义;二是对学生生命发展的意义。新任数学教师课堂教学言语尺度的教育诉求和教学言语的内在规定都需要教师尽快提升言语能力;学生的生命发展和思维发展都对新任数学教师言语能力提升提出了要求。论文的第三部分主要阐述了新任数学教师课堂教学言语发展的阶段和路径。论文通过对近百余节课的大量观察和几位新任数学教师长达一年跟踪观察的典型个案研究,归纳概括出新任数学教师课堂教学言语的发展主要经历:懵懂期的"言不由衷"、认知期的"言为'教'声"和历练期的"言为'生'声"三个阶段,分析了每个阶段教师言语发展遭遇的主要困境并提出解决策略。新任数学教师克服懵懂期言语随意问题的策略是加强对基于"人—人"关系的课堂教学言语结构的了解:克服认知期语用性语言机械问题的主要对策是加强对课堂言语不确定性的把握;化解历练期语用性言语发展信心危机的主要策略是加强反思性实践。总而言之,新任数学教师在了解和把握结构性语言的基础上不断提升个人的情境化经验,从而走上由稚嫩到成熟的发展之路。
[Abstract]:The improvement of the language level of the first teacher's teaching has an important value for the development of teachers' professionalism. This study takes the new mathematics teachers as the research object and studies the problems encountered in the development of the classroom teaching language, aiming at exploring the general law and the basic path of the new mathematics teachers' teaching language development under the specific teaching situation. The first part of the paper mainly expounds the language structure of classroom teaching in different horizons. First, the thesis analyzes the problems in the language structure of classroom teaching based on the relationship between human and material, and then discusses the construction of classroom teaching based on the relationship between man and man. The necessity of language structure is studied and the speech structure is used as a paper to analyze the frame and standard of the new mathematics teacher's classroom teaching language. This study holds that the classroom teaching language based on the relationship between man and man is divided into structural language and pragmatic language. The so-called structural language is that the language of instruction is not moving but has its relative determination. The internal law requires the cognition and grasp of teachers. The so-called pragmatic language refers to the laws and standards of relative certainty in the language of teaching, but the teachers' words and words have different personal and different styles and wisdom. The second part of the thesis mainly discusses the classroom instruction of the new mathematics teachers. The significance and value of the development of language ability are mainly embodied in two aspects: one is the significance to the professional development of mathematics teachers; the two is the significance to the development of students' life. The educational demands of the new mathematics teacher's classroom teaching speech scale and the internal regulations of the teaching language all need teachers to improve their speech ability as quickly as possible; the development and thinking of the students' life The third part of the paper mainly expounds the stage and path of the language development of the new mathematics teachers' classroom teaching. The main experience in the development of teaching language in the mathematics teacher's classroom is the following three stages: the "unintended" of the ignorant period, the "teaching 'sound in the cognitive period" and the "sound of" the' Sheng 'in the period of the training period. The main difficulties of the teacher's speech development in each stage are analyzed and the solutions are put forward. Strengthening the understanding of the language structure of classroom teaching based on "human person" relationship: the main strategy to overcome the pragmatic language mechanical problems in the cognitive period is to strengthen the grasp of the uncertainty of classroom speech; the main strategy of resolving the crisis of pragmatic speech development in the period of practice is to strengthen the reflection practice. In a word, the new mathematics teacher is in On the basis of understanding and grasping the structural language, we should constantly improve personal situational experience and embark on the path from immature to mature.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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