初中数学课堂学生参与调查研究
发布时间：2018-11-02 08:27
【摘要】：数学课堂教学中学生参与的现状如何,学生参与情况与学生的考试成绩的关系是怎样的,不同的教师对学生的参与情况有什么影响,如何通过有效的课堂教学来提高学生课堂上的参与,从而提高学生的学习质量,使学生能够真正在课堂中有所收获,能力及素质有所提高,是本研究所关注的问题.本研究以七年级的学生为研究对象,选择新手教师所带的班级和熟手教师所带的班级为研究对象,探讨学生在数学课堂教学中的学生参与的情况以及不同教师对学生参与情况有什么影响.通过文献研究,主要界定了参与、学生参与、数学课堂中的学生参与的概念;通过课堂观察和问卷调查对初一学生在数学课堂中的参与情况进行了调查研究;同时运用问卷调查法和课堂观察法初步研究了新手教师与熟手教师对学生的参与的影响.最后提出本研究对数学课堂教学的几点启示,以及对本研究进行反思,并指出进一步研究的建议.研究所得的主要结论如下:1.学生数学课堂上的参与情况:总体上,初一学生在数学课堂上的钻研(行为参与)、深层次(认知参与)、成就感、乐趣感(情感参与)的参与较高,其次是专心(行为参与)、浅层次(认知参与)、焦虑感、疲劳感(情感参与)的参与,最低的是厌倦感、依赖的参与.2.不同的教师对学生参与的影响:(1)不同的教师对学生课堂上的行为参与(专心、钻研)是有影响的.在钻研这一成分上,熟手教师所教的班级明显高于新手教师.认知参与中浅层次、深层次参与与教师显著性相关,熟手教师所教的班级的深层次参与高于新手教师.依赖与教师不具有显著的相关性.(2)情感参与中乐趣感和成就感最高,其次是焦虑感(包括考试焦虑和遇到难题时的焦虑).厌倦感、疲劳感较低.新手教师所授班级的厌倦感和疲劳感略高于熟手教师.乐趣感和成就感没有在新手教师和熟手教师之间形成差异.3.教师对学生参与的影响:影响学生参与课堂的教师行为有:教师讲课的速度;学生被提问的次数;难题教师会反复讲;正确引导;教师为学生提供参与时间与机会;教师的幽默感;教师讲课生动形象;教师的情绪;教师的鼓励;教师营造的课堂氛围;教师的肢体语言。
[Abstract]:What is the status quo of students' participation in mathematics classroom teaching, the relationship between students' participation and students' test scores, and what influence different teachers have on students' participation, How to improve the students' participation in class through effective classroom teaching, so as to improve the students' learning quality, so that students can really gain something in the classroom, improve their ability and quality, is the focus of this study. This study takes the seventh grade students as the research object, and selects the class brought by the novice teacher and the class brought by the familiar teacher as the research object. This paper discusses the situation of students' participation in mathematics classroom teaching and the influence of different teachers on students' participation. Through literature research, it defines the concepts of participation, student participation and student participation in mathematics classroom, and investigates the situation of students' participation in mathematics classroom through classroom observation and questionnaire survey. At the same time, the influence of novice teachers and proficient teachers on students' participation was studied by questionnaire and classroom observation. Finally, the author puts forward some enlightenments of this study on mathematics classroom teaching, reflects on this research, and points out some suggestions for further study. The main conclusions of the study are as follows: 1. Students' participation in mathematics classroom: in general, the students of Grade one in mathematics class are involved in research (behavior participation), deep level (cognitive participation), sense of achievement, and sense of pleasure (emotional participation). The second is concentration (behavioral participation), superficial (cognitive participation), anxiety, fatigue (emotional participation) participation, the lowest is boredom, dependent participation. 2. The influence of different teachers on students' participation: (1) different teachers have influence on students' behavior in class. In studying this component, the class taught by the proficient teacher is obviously higher than that taught by the novice teacher. Cognitive participation in the shallow, deep level of participation and teachers significantly related to the familiar teachers teach the class of deep-level participation is higher than the novice teachers. Dependence had no significant correlation with teachers. (2) the sense of pleasure and achievement was the highest in affective participation, followed by anxiety (including test anxiety and difficulty anxiety). Boredom is lower than fatigue. The sense of boredom and fatigue of the class taught by the novice teacher is slightly higher than that of the familiar teacher. The sense of pleasure and accomplishment did not form a difference between the novice and the proficient. 3. Teachers' influence on students' participation: the teacher's behavior that affects students' participation in class includes: the speed of teachers' lectures, the times students are asked, the difficult questions teachers will repeat, the correct guidance, the teachers' providing the students with the time and opportunity to participate; The teacher's sense of humor; the vivid image of the teacher's lecture; the teacher's emotions; the teacher's encouragement; the classroom atmosphere created by the teacher; the teacher's body language.
【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
本文编号：2305482
[Abstract]:What is the status quo of students' participation in mathematics classroom teaching, the relationship between students' participation and students' test scores, and what influence different teachers have on students' participation, How to improve the students' participation in class through effective classroom teaching, so as to improve the students' learning quality, so that students can really gain something in the classroom, improve their ability and quality, is the focus of this study. This study takes the seventh grade students as the research object, and selects the class brought by the novice teacher and the class brought by the familiar teacher as the research object. This paper discusses the situation of students' participation in mathematics classroom teaching and the influence of different teachers on students' participation. Through literature research, it defines the concepts of participation, student participation and student participation in mathematics classroom, and investigates the situation of students' participation in mathematics classroom through classroom observation and questionnaire survey. At the same time, the influence of novice teachers and proficient teachers on students' participation was studied by questionnaire and classroom observation. Finally, the author puts forward some enlightenments of this study on mathematics classroom teaching, reflects on this research, and points out some suggestions for further study. The main conclusions of the study are as follows: 1. Students' participation in mathematics classroom: in general, the students of Grade one in mathematics class are involved in research (behavior participation), deep level (cognitive participation), sense of achievement, and sense of pleasure (emotional participation). The second is concentration (behavioral participation), superficial (cognitive participation), anxiety, fatigue (emotional participation) participation, the lowest is boredom, dependent participation. 2. The influence of different teachers on students' participation: (1) different teachers have influence on students' behavior in class. In studying this component, the class taught by the proficient teacher is obviously higher than that taught by the novice teacher. Cognitive participation in the shallow, deep level of participation and teachers significantly related to the familiar teachers teach the class of deep-level participation is higher than the novice teachers. Dependence had no significant correlation with teachers. (2) the sense of pleasure and achievement was the highest in affective participation, followed by anxiety (including test anxiety and difficulty anxiety). Boredom is lower than fatigue. The sense of boredom and fatigue of the class taught by the novice teacher is slightly higher than that of the familiar teacher. The sense of pleasure and accomplishment did not form a difference between the novice and the proficient. 3. Teachers' influence on students' participation: the teacher's behavior that affects students' participation in class includes: the speed of teachers' lectures, the times students are asked, the difficult questions teachers will repeat, the correct guidance, the teachers' providing the students with the time and opportunity to participate; The teacher's sense of humor; the vivid image of the teacher's lecture; the teacher's emotions; the teacher's encouragement; the classroom atmosphere created by the teacher; the teacher's body language.
【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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