基于FLAS的中学数学专家型与新手型教师课堂教学语言比较研究

发布时间：2018-09-04 07:24

【摘要】：语言是一股力量—凝聚着整个民族的团结与活力,语言是一座桥梁—架起了人与人之间的交流与沟通,语言是一个灵魂—彰显着一个民族的精髓和体魄。人们常说:“听一堂好课,犹如欣赏一段美妙的旋律,令人回味无穷”[1];根据有关数据显示,在整个课堂教学行为中教师的教学语言行为已占到70%,高中阶段教师的教学语言已达到84%;教师通过教学语言把知识传递给学生,所以教师的课堂教学语言重要性显而易见。我国的数学课程随着时代的变迁不断改革,同时对数学教师专业素质的要求也随之加强,新手型教师的成长与发展更加引起师范高校、教育专家以及教育主管部门和学校的高度重视[1]。本研究在对专家型与新手型数学教师进行课堂教学语言的比较研究时,将通过FLAS互动分析系统,并结合多种研究方法,对专家型和新手型教师进行个案研究,从中分析专家型与新手型教师在教学语言上的差异,指出新手型教师课堂教学语言上存在哪些问题,并针对这些问题提出可行性的建议,以优化一线教师的教学语言,促进新手型教师的快速成长。本研究框架主要有以下六章内容构成:第一章首先介绍了该研究的所处背景以及主要研究哪些问题,跟着是阐述研究的目的与意义,最后介绍了几种主要的研究方法。第二章对课堂教学语言的国内外研究进行综述,界定相关概念,并阐述了与本研究有关的行为主义学习理论、建构主义学习理论以及认知主义学习理论。第三章主要对FLAS互动分析系统进行简述。第四章简述了研究过程:现场视频录像—转译成文本实录—编码分析—数据处理—比较和结论;介绍了研究对象的选择标准。第五章利用TIMSS录像法记录了三位专家型和三位新手型教师的授课过程;会产生三组比较案例;首先对每一组的新老教师的教学语言进行个案研究,再分析专家型与新手型教师教学语言的差异,最后通过三组案例进行总结。最后,在教学语言方面为数学教师的成长与发展提出几点建议,并对本研究进行了展望。
[Abstract]:Language is a force-condensing the unity and vitality of the whole nation, language is a bridge-the exchange and communication between people, language is a soul-shows the essence and physique of a nation. People often say, "to listen to a good lesson is to enjoy a beautiful melody, and to have an endless afterthought" [1]; according to the relevant data, In the whole classroom teaching behavior, the teacher's teaching language behavior has already accounted for 70%, the high school teacher's teaching language has reached 84%; the teacher passes the knowledge to the student through the teaching language, so the teacher's classroom teaching language importance is obvious. Along with the change of the times, the mathematics curriculum in our country has been reformed constantly, and the requirement for the professional quality of the mathematics teachers has also been strengthened. The growth and development of the novice teachers have aroused the teachers' colleges and universities. Education experts and educational authorities and schools attach great importance to it [1]. In the course of the comparative study of classroom teaching language between expert and novice mathematics teachers, this study will carry out case study on expert and novice teachers through FLAS interactive analysis system and combined with various research methods. This paper analyzes the differences between expert and novice teachers in the teaching language, points out the problems existing in the classroom teaching language of the novice teachers, and puts forward some feasible suggestions to optimize the teaching language of the front-line teachers. To promote the rapid growth of novice teachers. The research framework consists of the following six chapters: the first chapter introduces the background of the study and the main research issues, followed by the purpose and significance of the study, and finally introduces several main research methods. The second chapter summarizes the research of classroom teaching language at home and abroad, defines the relevant concepts, and expounds the behaviorism learning theory, constructivism learning theory and cognitive learning theory related to this study. The third chapter mainly describes the FLAS interactive analysis system. The fourth chapter briefly introduces the research process: field video recording, translation into text, coding analysis, data processing, comparison and conclusion, and introduces the selection criteria of the research object. The fifth chapter uses TIMSS video recording to record the teaching process of three expert and three novice teachers; it will produce three groups of comparative cases; first, the teaching language of each group of new and old teachers will be studied. The differences of teaching language between expert and novice teachers are analyzed, and finally, three groups of cases are summarized. Finally, some suggestions are put forward for the growth and development of mathematics teachers in the aspect of teaching language, and the research is prospected.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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