初中数学教师使用教科书例题情况的调查研究
发布时间：2018-11-23 14:39
【摘要】：现如今出版的初中数学教科书已有9个版本之多,每套教科书所选用的例题不尽相同,都是教科书编写团队智慧的结晶。一线教师如何使用教科书例题,教科书例题对初中学生理解教学内容的本质是否有帮助?这些问题的调查研究,对于初中数学教师的教学实践提供有价值的参考,为初中数学教材的修订提供支持和改进的意见。本研究主要采用文献分析法、问卷调查法、访谈法、观察法等研究方法,基于对初中数学教科书以及例题的相关研究文献进行整理的基础上,确定分析维度。根据分析维度,编制调查问卷、访谈提纲和观察量表。通过对重庆市六所中学的初中数学教师进行问卷调查,主要了解教师使用教科书例题的原因、使用数量和使用效果;通过对重庆市教育水平较好、中等、较弱的三所学校的12位数学教师进行访谈,主要了解教师使用教科书书例题的方式;通过选取三位教师的课堂观察,切实了解教师使用教科书例题的数量和方式。通过研究,得到初中数学教师在使用教科书例题上有如下特点:(1)教师对教科书例题的认识,主要从例题的科学性、例题呈现的过程性、例题的选材、例题的弹性、例题的可读性五个方面来考查,认可程度均在0.6-0.7之间,认可程度较高。其中,对例题呈现的过程性的认可度是最高的。(2)教师使用教科书例题的数量来看,通过问卷调查和访谈得到,无论从教科书例题的比例还是一节课中教科书例题的比例来看,教科书中的例题有50%能得到教师的有效利用。然而,教师在实际教学中,使用教科书例题的数量并未达到50%。(3)教师使用教科书例题的方式,主要从使用形式和使用程度来讲。使用形式主要是用于学生预习;使用程度主要是照搬讲解或者选择综合性和难度更高的题目作为教学例题。(4)教师使用教科书例题的效果,主要从使用满意度和学生随堂作业情况两个方面来考查。使用满意程度在0.6左右,认可程度居中;学生随堂作业情况来看,对重点知识的灵活运用较差。此外,针对调研的结论,提出了相应建议:教师应注意加强自身教育理论的修养,不断更新观念;引导学生积极主动使用教科书。教科书编写应吸纳多种学科背景的教科书编写人员,参与教科书的编写工作;加强配套资料的建设与更新;教科书编写者应积极关注师生对教科书使用的反响。
[Abstract]:Nowadays, there are nine versions of junior high school mathematics textbooks published. The examples used in each set of textbooks are different and they are the crystallization of the wisdom of the textbook writing team. How do first-line teachers use textbook examples to help junior high school students understand the nature of teaching content? The investigation and research of these problems can provide valuable reference for the teaching practice of junior high school mathematics teachers and provide support and suggestions for the revision of junior high school mathematics teaching materials. This study mainly adopts the methods of literature analysis, questionnaire survey, interview, observation and other research methods, based on the junior high school mathematics textbooks and related research documents, determine the analysis dimension. According to the analysis dimension, the questionnaire, interview outline and observation scale were compiled. Based on the questionnaire survey of mathematics teachers in six middle schools in Chongqing, the author tries to find out the reasons, the quantity and the effect of using textbooks. Through the interview of 12 mathematics teachers in three schools with good, middle and weak educational level in Chongqing, we mainly understand the ways in which teachers use textbook examples. Through the classroom observation of three teachers, we can find out the quantity and method of teachers' using textbook examples. Through the research, we get the following characteristics of junior middle school mathematics teachers in using textbook examples: (1) the teachers' understanding of textbook examples is mainly from the scientific nature of the examples, the process of the examples, the selection of the examples, the flexibility of the examples. The readability of the example is examined in five aspects, the degree of approval is between 0.6 and 0.7, and the degree of approval is higher. Among them, the acceptance of the process of the examples is the highest. (2) the number of teachers using textbook examples, through questionnaires and interviews, In terms of the proportion of textbook examples or the proportion of textbook examples in a class, 50% of the textbook examples can be effectively used by teachers. However, the number of textbook examples used by teachers in actual teaching is not up to 50. (3) the ways in which teachers use textbook examples are mainly based on the form and degree of use. The main form of use is for students to prepare; The degree of use is mainly to copy the explanation or choose the more comprehensive and more difficult topics as teaching examples. (4) the effect of teachers' use of textbook examples, mainly from the use of satisfaction and students with the class two aspects of the examination. The degree of satisfaction is about 0.6, the degree of approval is in the middle, and the flexible application of key knowledge is poor. In addition, according to the conclusion of the investigation, the author puts forward the corresponding suggestions: teachers should pay attention to strengthen their educational theory, constantly renew their ideas, and guide students to use textbooks actively. Textbook compilation should include textbook compilers from various disciplines to participate in the compilation of textbooks; strengthen the construction and updating of supporting materials; textbook compilers should pay active attention to the reaction of teachers and students to the use of textbooks.
【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：2351847
[Abstract]:Nowadays, there are nine versions of junior high school mathematics textbooks published. The examples used in each set of textbooks are different and they are the crystallization of the wisdom of the textbook writing team. How do first-line teachers use textbook examples to help junior high school students understand the nature of teaching content? The investigation and research of these problems can provide valuable reference for the teaching practice of junior high school mathematics teachers and provide support and suggestions for the revision of junior high school mathematics teaching materials. This study mainly adopts the methods of literature analysis, questionnaire survey, interview, observation and other research methods, based on the junior high school mathematics textbooks and related research documents, determine the analysis dimension. According to the analysis dimension, the questionnaire, interview outline and observation scale were compiled. Based on the questionnaire survey of mathematics teachers in six middle schools in Chongqing, the author tries to find out the reasons, the quantity and the effect of using textbooks. Through the interview of 12 mathematics teachers in three schools with good, middle and weak educational level in Chongqing, we mainly understand the ways in which teachers use textbook examples. Through the classroom observation of three teachers, we can find out the quantity and method of teachers' using textbook examples. Through the research, we get the following characteristics of junior middle school mathematics teachers in using textbook examples: (1) the teachers' understanding of textbook examples is mainly from the scientific nature of the examples, the process of the examples, the selection of the examples, the flexibility of the examples. The readability of the example is examined in five aspects, the degree of approval is between 0.6 and 0.7, and the degree of approval is higher. Among them, the acceptance of the process of the examples is the highest. (2) the number of teachers using textbook examples, through questionnaires and interviews, In terms of the proportion of textbook examples or the proportion of textbook examples in a class, 50% of the textbook examples can be effectively used by teachers. However, the number of textbook examples used by teachers in actual teaching is not up to 50. (3) the ways in which teachers use textbook examples are mainly based on the form and degree of use. The main form of use is for students to prepare; The degree of use is mainly to copy the explanation or choose the more comprehensive and more difficult topics as teaching examples. (4) the effect of teachers' use of textbook examples, mainly from the use of satisfaction and students with the class two aspects of the examination. The degree of satisfaction is about 0.6, the degree of approval is in the middle, and the flexible application of key knowledge is poor. In addition, according to the conclusion of the investigation, the author puts forward the corresponding suggestions: teachers should pay attention to strengthen their educational theory, constantly renew their ideas, and guide students to use textbooks actively. Textbook compilation should include textbook compilers from various disciplines to participate in the compilation of textbooks; strengthen the construction and updating of supporting materials; textbook compilers should pay active attention to the reaction of teachers and students to the use of textbooks.
【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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