中学数学教学诊断现状的调查研究

发布时间：2018-11-24 17:26

【摘要】：2011年10月,教育部颁布了《教师教育课程标准(试行)》,在“在职教师教育课程设置框架建议”中,明确要求设置教学诊断的主题模块。可见,在学科教学中实施教学诊断已被正式提上议程。探究与分析中学数学教学诊断现状,有助于提高中学数学教师教学诊断的能力。这项研究首先分析了数学教学诊断的理论基础,其次对中学数学教学诊断基本问题进行梳理,最后运用问卷调查和访谈的方法,对中学数学教学诊断现状开展调查研究。调查主要从数学教学诊断的认知情况、数学教学诊断意识、数学教学诊断方式、数学教学诊断内容以及数学教学诊断的影响因素等5个维度,对中学一线数学教师教学诊断的现状进行分析和探讨。调查研究发现:中学数学教师对教学诊断概念的认知程度不高,且行为意向不太积极;实施数学教学诊断的方式方法较为单一,且效果不大理想;对学生学习问题的诊断没有做到实处;对师生互动情况的诊断不够重视等问题。对这些问题有针对性地提出了五项中学数学教学诊断策略:(1)注重学科专业知识学习,培养教学诊断的意识;(2)重视课前备课,诊断教学设计是否满足学生个体差异的需求;(3)观察课中互动,诊断师生双边互动的合理性;(4)提倡课后诊断,不断优化教学;(5)收集他人课堂信息,促进教学诊断的合作。最后,从教学偏差产生原因的不同所涉及诊断主体也有所不同的角度列举了教师自诊、学生互诊和师生共诊3种不同类型的中学数学教学诊断案例。
[Abstract]:In October 2011, the Ministry of Education promulgated the Curriculum Standard for teacher Education (trial). In the proposal of the Framework of Curriculum setup for In-service teacher Education, the Ministry of Education explicitly requires the establishment of a subject module for teaching diagnosis. Therefore, the implementation of teaching diagnosis in the subject teaching has been formally put on the agenda. To explore and analyze the present situation of middle school mathematics teaching diagnosis is helpful to improve the ability of middle school mathematics teachers teaching diagnosis. This study firstly analyzes the theoretical basis of mathematics teaching diagnosis, secondly combs the basic problems of middle school mathematics teaching diagnosis, and finally makes an investigation and research on the present situation of middle school mathematics teaching diagnosis by means of questionnaires and interviews. The investigation mainly includes five dimensions: cognition of mathematics teaching diagnosis, mathematics teaching diagnosis consciousness, mathematics teaching diagnosis method, mathematics teaching diagnosis content and influencing factors of mathematics teaching diagnosis. This paper analyzes and probes into the present situation of teaching diagnosis of mathematics teachers in middle schools. The investigation and research found that the mathematics teachers in middle school have low cognition of the teaching diagnosis concept, and the behavior intention is not too positive, the method of the mathematics teaching diagnosis is simple, and the effect is not so good. The diagnosis of students' learning problems is not practical, and the diagnosis of teacher-student interaction is not paid enough attention to. This paper puts forward five diagnostic strategies for mathematics teaching in middle schools: (1) pay attention to the study of subject and specialty knowledge and cultivate the consciousness of teaching diagnosis; (2) pay attention to preparing lessons before class, diagnose whether the teaching design meets the needs of students' individual differences, (3) observe the rationality of interaction in class, diagnose the rationality of bilateral interaction between teachers and students, (4) advocate after class diagnosis and constantly optimize teaching; (5) collect other students' classroom information and promote the cooperation of teaching diagnosis. Finally, from the point of view of different diagnostic subjects involved in the causes of teaching deviations, this paper lists three different types of cases of middle school mathematics teaching diagnostics, such as teachers' self-diagnosis, students' mutual diagnosis and teachers' and students' consultation.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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