高中数学新手教师习题课教学现状研究

发布时间：2018-10-22 07:12

【摘要】：数学习题课是数学教学主要课型之一,习题课教学对于提高教学水平至关重要,同时也是教学环节中最为关键的实际操作活动,它是理论教学(概念、性质、定理、公式等)内容的深入和提高,在学生数学思维和能力发展过程中承担着重要的角色。本文通过文献研究、问卷调查、课堂观察和访谈对高中数学新手教师的习题课教学现状进行了研究分析,研究得出新手教师在习题课教学中存在一些不足,主要有以下几个方面:(1)对习题课的认识方面。76. 51%的学生对于习题课的兴趣不如新授课,侧面反映出许多新手教师对于习题课的重视程度不如新授课。40. 82%的新手教师把习题课等同于作业和试题讲评。90%以上的新手教师习题课教育目的倾向于总结题型和解题方法,对于习题的评价作用重视程度较低。(2)习题课教学方面。52. 36%的学生无法在习题课中或习题课后产生新的问题和思考,新手教师在习题课教学过程中不能很好得调动学生的思维,教学设计上比较关注结果,而对于学生能力发展和过程体验关注较少。75. 51%的新手教师习题课上题量在5题以上,40. 94%的学生认为习题课上时间紧张,内容太多且讲得不透,新手教师的习题课上习题量普遍较大。63. 26%的新手教师没有在习题课上留出适当时间给学生进行整理和反思,48. 99%的学生认为自己对习题课上所学知识和方法并不能非常清晰,新手教师在习题课上整理和反思的工作较少,对于知识点和方法的总结还需要加强。46. 98%的学生认为习题课上与教师的沟通并不十分有效,80%以上的学生在习题课上并不会踊跃回答问题或与同学分享自己的解题新思路,从侧面反映出新手教师在习题课上缺乏与学生的有效沟通,没有建立起师生、生生之间良好的学习互动氛围,学生在习题课上参与度低,教师不能很好调动学生们在习题课上的学习兴趣。(3)习题课的教学反思方面。部分新手对于如何在习题教学中渗透数学思想方法没有什么想法。80%的新手教师评判习题课效果的标准侧重于自己的教学任务是否完成,应试观念较重,对于学生在习题课上的能力发展不够重视。新手教师因自身教学经验不足而导致对学生学情的误判,反映为学生课后作业时间普遍过长,64. 44%的学生课后作业时间在1个小时以上,其中24. 84%的学生课后作业时间在1个半小时以上。
[Abstract]:Mathematics exercise course is one of the main types of mathematics teaching. Exercise course teaching is very important to improve the teaching level, and it is also the most important practical operation activity in teaching links. It is the theory teaching (concept, nature, theorem). The deepening and improvement of the content plays an important role in the development of students' mathematical thinking and ability. Through literature research, questionnaire survey, classroom observation and interview, this paper makes a research and analysis on the present situation of the problem teaching of novice mathematics teachers in senior high school, and finds out that there are some shortcomings in the teaching of exercises teaching for novice teachers. There are the following aspects: (1) the understanding of the exercise class. 76. 51% of the students are less interested in the exercise class than in the new teaching, reflecting that many novice teachers pay less attention to the exercise lesson than the new one. More than 90% of the novice teachers tend to sum up the problem types and the methods of solving the problems, and pay less attention to the evaluation of exercises. (2) the teaching of exercise courses is 52. 2% of the novice teachers equate the exercise class with homework and the evaluation of the test questions. More than 90% of the new teachers tend to sum up the problem types and the methods of solving the problems. (2) the teaching of the exercises. 36% of the students could not produce new problems and thoughts in or after the exercise class, and the novice teachers could not well mobilize the students' thinking in the process of teaching exercises, so the teaching design paid more attention to the results. But for student ability development and process experience less attention. 75. 51% of the novice teachers have more than 5 problems in the exercise class, 40. 94% of the students think that the time in the exercise class is tight, the content is too much and can not be explained clearly, and the number of problems in the exercise class of the novice teachers is generally larger than that of the new teachers. 26% of the novice teachers did not set aside proper time for students to organize and reflect on the exercises. 99% of the students think that they can not understand the knowledge and methods they have learned in the exercise class, and the novice teachers have less work to sort out and reflect on the exercises, and the summary of the knowledge points and methods should be strengthened. 98% of the students thought that the communication with the teacher in the exercise class was not very effective, and more than 80% of the students did not actively answer the questions or share their new ideas of solving the problems with the students. It reflects that the novice teachers lack effective communication with students in the exercise class, do not set up teachers and students, have a good atmosphere of learning interaction between students and students, and the students' participation in the exercise class is low. Teachers can not arouse students' interest in learning exercises. (3) reflection in teaching exercises. Some novices have no idea about how to infiltrate mathematics thought method in exercise teaching. 80% of novice teachers judge the effect of exercise class by focusing on whether their teaching task is completed or not, and the idea of examination-oriented is more important. Not enough attention has been paid to the development of students' ability in exercise classes. Novice teachers, due to their lack of teaching experience, lead to misjudgment of students' learning situation, which is reflected in the fact that students' homework time is generally too long after class, 64. 44% of the students work more than one hour after class, of which 24. 84% of the students work more than one and a half hours after class.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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