初中数学新手型和专家型教师教学的比较研究
发布时间：2018-07-14 15:16
【摘要】：新课程改革对学生的核心素养提出了明确要求,那么教师的教学就显得尤为重要,为了能够研究新手型和专家型教师的教学特点,明确专家型教师在教学工作中的技能优势和新手型教师在教学工作中的不足之处,从而督促新手型教师向专家型教师学习并通过反思、改进,提高新手型教师的教学技能和自身的专业化水平,以此来提高新手型教师教学的有效性和学生课堂学习效率。本研究对初中新手型教师和专家型教师的教学特点进行了比较研究。本文的研究主体是对重庆市某区县重点中学的3名新手型教师和3名专家型教师的教学进行比较研究。通过学校校长和数学教研组的支持和配合共同完成了本次比较研究。在研究过程中主要采用了案例分析法、课堂观察法、访谈法三种研究方法,对新手型教师和专家型教师的课前准备、教学过程、课后处理这三个方面进行了比较研究。(1)课前准备。通过案例分析法和访谈法对新手型教师和专家型教师课前准备的两个方面:课时计划和教案设计进行了比较研究。我发现新手型教师在课时计划上把大部分课时分配在要考试的内容上面,对不考的内容只占用很少的课时,常常参考经验丰富的优秀教师的课时计划安排;在教案设计上喜欢写教学详案,备写教案时所花的时间较长,在教案设计过程中会先参考其它优秀教案,教学过程设计中会把每一部分将要花费的时间也批注出来,课后会设计布置大量的课后习题来巩固新知。专家型教师在课时计划上对学期课时安排和章节课时安排把握准确,重难点突出;在教案设计上不会写教学详案,备写教案所用时间较短,大多数时候会列出课堂环节,但对课堂环节安排得很紧凑,特别注重学生思维的发展。(2)教学过程。通过课堂观察法对新手型教师和专家型教师教学过程的四个方面:情境导入、语言表达、提问技能、课堂组织四个方面进行比较研究。在情境导入上,新手型教师情境导入常用旧知引新知,有时还会为了情境而创设情景。专家型教师会巧设情境(如故事导入法),让学生对新课的内容产生兴趣和好奇心。在语言上,新手型教师往往更加喜欢用现代“活跃、流行”的常用词,而没有考虑到语言的科学性。专家型教师根据具体的教学情况,在课堂师生对话过程中通过商讨、肯定的课堂用语进行论述,可以让死气沉沉的课堂变得有活力、有生机。在提问技能上,新手型教师偏爱于回忆提问,希望学生通过回忆先前学习过的旧知识。专家型教师偏爱于理解提问和运用提问,理解提问偏多,课堂上重视学生参与到知识的形成过程中来,而不是简单地把知识结论讲授给学生。在课堂组织上,新手型教师常采用提高音量来引起学生的注意力。专家型教师则常采用以静制动的课堂组织方式,教师用突然沉默不语的方式来处理课堂的喧闹,先引起学生的注意力,进而再将注意力吸引到教学内容上。(3)课后追踪。通过课后访谈法对新手型教师和专家型教师在作业布置和辅导方式及检测学生对知识掌握方式两个方面进行了比较研究。新手型教师布置作业量多,常采取题海战术.专家型教师布置作业量少,有时只要求学生做实践动手操作作业,而不要求做书面作业,辅导方式是教师讲解和“小先生制”(学生讲解习题)相结合;对学生知识掌握情况的检测方式也是多样的(如笔试与口试相结合,书面知识与实际操作相结合等),从多个角度去了解学生的学习情况。由与本研究属于个案研究和其它多种因素的限制,本研究中还存在着一些不足,比如抽取教师的样本数量较少,结论存在着局限性,有待将来做进一步的研究。
[Abstract]:The new curriculum reform has made clear requirements for the students' core literacy, so the teaching of teachers is particularly important. In order to study the teaching characteristics of the novice and expert teachers, the advantages of the expert teachers in the teaching work and the inadequacies of the novice teachers in the teaching work are clearly defined, so as to urge the novice teachers. In order to improve the teaching skills of novice teachers and their own professionalization level, the teaching skills of novice teachers and students' classroom learning efficiency are improved by learning from the expert teachers and improving their teaching skills and their own professional level. This research has carried out a comparative study on the teaching characteristics of the new junior middle school teachers and the expert teachers. This comparative study is carried out on the teaching of 3 novice teachers and 3 expert teachers in a district and county key middle school in Chongqing. Through the support and cooperation of the school principal and the mathematics teaching and research group, this comparative study has been completed together. In the course of the study, it mainly adopts the case analysis method, the classroom observation method, and the interview method, three research methods, to the novice type. A comparative study of the pre class preparation of teachers and expert teachers, teaching process and after class treatment. (1) preparation before class. Through the case analysis and interview method, the two aspects of the pre class preparation for novice teachers and expert teachers are compared in the two aspects: the lesson plan and the teaching plan design are compared. I found that the novice teacher is in the course of class. In the plan, most of the class hours are assigned to the content of the exam, and only a few hours are taken for the contents of the exam. It often refers to the plan arrangement of the excellent teachers with rich experience. In the design of the teaching process, the time spent on each part will be noted. After class, a large number of after-school exercises will be designed to consolidate the new knowledge. The classroom links are short, but most of the time will list the classroom links, but the classroom links are arranged very well, especially the development of students' thinking. (2) the teaching process. Through the classroom observation method, the teaching process of the novice teachers and the expert teachers is four aspects: the situation introduction, the language table, the question skills and the class organization in four aspects. In the context of situation introduction, the new situation introduction of novice teachers often leads to new knowledge and sometimes creates situations for the situation. Expert teachers will set up situations (such as story introduction) to make students interested and curious about the content of new classes. In language, novice teachers tend to prefer the common use of modern "active, popular". According to the specific teaching situation, the expert teacher can discuss it in the course of the dialogue between teachers and students in the course of the classroom, and discuss the affirmative classroom language, which can make the dead class become alive and alive. In the questioning skills, the novice teacher favors the recollection of questions, and hopes the students to pass recollection. Old knowledge. Expert teachers prefer to understand questions and use questions, understand more questions, and pay more attention to students' participation in the formation of knowledge, rather than simply teaching knowledge to students. In class organization, the novice teachers often use the volume to arouse the students' attention. Teachers often use static braking in the classroom organization, teachers use a sudden silence to deal with the noise of the classroom, first arouse the attention of the students, and then attract attention to the teaching content. (3) after class tracking. Through after class interview method for novice teachers and expert teachers in the homework arrangement and counselling and testing. The students have made a comparative study of the two aspects of the way of knowledge mastering. The novice teachers have a lot of homework and often take the question sea tactics. The expert type teachers have little homework assignment, and sometimes they only ask the students to do the practical operation, but do not require the written homework. The way of tutoring is the teacher's explanation and "the student's explanation". The methods of testing students' knowledge are also diverse (such as the combination of written test and oral test, written knowledge and actual operation), from many angles to understand the students' learning situation. There are still some shortcomings in this study, such as the extraction of teachers, such as the case study and other factors. The number of samples is small, and there are some limitations in the conclusion.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2122061
[Abstract]:The new curriculum reform has made clear requirements for the students' core literacy, so the teaching of teachers is particularly important. In order to study the teaching characteristics of the novice and expert teachers, the advantages of the expert teachers in the teaching work and the inadequacies of the novice teachers in the teaching work are clearly defined, so as to urge the novice teachers. In order to improve the teaching skills of novice teachers and their own professionalization level, the teaching skills of novice teachers and students' classroom learning efficiency are improved by learning from the expert teachers and improving their teaching skills and their own professional level. This research has carried out a comparative study on the teaching characteristics of the new junior middle school teachers and the expert teachers. This comparative study is carried out on the teaching of 3 novice teachers and 3 expert teachers in a district and county key middle school in Chongqing. Through the support and cooperation of the school principal and the mathematics teaching and research group, this comparative study has been completed together. In the course of the study, it mainly adopts the case analysis method, the classroom observation method, and the interview method, three research methods, to the novice type. A comparative study of the pre class preparation of teachers and expert teachers, teaching process and after class treatment. (1) preparation before class. Through the case analysis and interview method, the two aspects of the pre class preparation for novice teachers and expert teachers are compared in the two aspects: the lesson plan and the teaching plan design are compared. I found that the novice teacher is in the course of class. In the plan, most of the class hours are assigned to the content of the exam, and only a few hours are taken for the contents of the exam. It often refers to the plan arrangement of the excellent teachers with rich experience. In the design of the teaching process, the time spent on each part will be noted. After class, a large number of after-school exercises will be designed to consolidate the new knowledge. The classroom links are short, but most of the time will list the classroom links, but the classroom links are arranged very well, especially the development of students' thinking. (2) the teaching process. Through the classroom observation method, the teaching process of the novice teachers and the expert teachers is four aspects: the situation introduction, the language table, the question skills and the class organization in four aspects. In the context of situation introduction, the new situation introduction of novice teachers often leads to new knowledge and sometimes creates situations for the situation. Expert teachers will set up situations (such as story introduction) to make students interested and curious about the content of new classes. In language, novice teachers tend to prefer the common use of modern "active, popular". According to the specific teaching situation, the expert teacher can discuss it in the course of the dialogue between teachers and students in the course of the classroom, and discuss the affirmative classroom language, which can make the dead class become alive and alive. In the questioning skills, the novice teacher favors the recollection of questions, and hopes the students to pass recollection. Old knowledge. Expert teachers prefer to understand questions and use questions, understand more questions, and pay more attention to students' participation in the formation of knowledge, rather than simply teaching knowledge to students. In class organization, the novice teachers often use the volume to arouse the students' attention. Teachers often use static braking in the classroom organization, teachers use a sudden silence to deal with the noise of the classroom, first arouse the attention of the students, and then attract attention to the teaching content. (3) after class tracking. Through after class interview method for novice teachers and expert teachers in the homework arrangement and counselling and testing. The students have made a comparative study of the two aspects of the way of knowledge mastering. The novice teachers have a lot of homework and often take the question sea tactics. The expert type teachers have little homework assignment, and sometimes they only ask the students to do the practical operation, but do not require the written homework. The way of tutoring is the teacher's explanation and "the student's explanation". The methods of testing students' knowledge are also diverse (such as the combination of written test and oral test, written knowledge and actual operation), from many angles to understand the students' learning situation. There are still some shortcomings in this study, such as the extraction of teachers, such as the case study and other factors. The number of samples is small, and there are some limitations in the conclusion.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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