中学数学新手教师与专家教师教学语言的比较研究
发布时间：2019-02-16 17:19
【摘要】：随着课程改革的不断深入,课堂有效性引起了人们的广泛关注,教师的教学语言作为影响课堂教学质量的关键因素也成为了研究的焦点。本文通过对国内外相关研究的了解与分析,并在此基础上,建立了数学教学语言对比研究框架。采用课堂观察、视频录像分析、课堂实录分析、质化研究与量化研究相结合等方法,从专家教师与新手教师的教学语言类型,即听觉教学语言与视觉教学语言两个角度分项研究,并将新手教师与专家教师数学教学语言的准确性进行对比分析,得到二者之间的差异,分析其产生差异的原因,并提出提高教师教学语言表达能力的建议。目的是通过对比分析,为教师的专业成长提供宝贵的建议。研究的主要内容及结论如下:(1)新手教师使用的听觉教学语言明显高于专家教师。专家教师的听觉教学语言主要发生在新知探索教学环节,而新手教师的教学语言主要出现在例题讲解教学环节。新手教师以提问性教学语言为主,学生的应答主要表现为机械型应答;专家教师以启发性教学语言为主,学生的应答主要表现为理解型应答。(2)专家教师与新手教师在几何课上的视觉教学语言以图形语言为主,在代数课上的以符号语言为主。专家教师的视觉教学语言的使用情况普遍高于新手教师。专家教师的运用符号语言和图形语言的频数高于新手教师,在新知探索环节使用视觉教学语言的数量高于新手,而新手教师在例题讲解教学环节使用的视觉教学语言较频繁。(3)新手教师与专家教师数学教学语言的准确性存在较大的差异。新手教师在课堂教学中的教学语言表现出许多问题,主要表现在教师自身教学语言表达的准确性(教学语言歧义、数学概念术语表述不规范)和教师对学生数学语言表达错误的察觉及纠正两个方面。新手教师与专家教师教学语言存在差异可能是由新手教师与专家教师在教学经验、教学反思、教师自身知识结构等方面的不同所导致的。针对以上情况,提出提高教师的数学教学语言表达能力的几点建议:(1)精简数学听觉教学语言,将时间留给学生。(2)精心设计提问,提高学生应答的有效性。(3)加强视觉教学语言训练,注重语义转换。(4)深入学习数学专业知识,提高数学专业素养。(5)关注学生数学语言的表达,教学相长。(6)对教学经验进行深入反思。
[Abstract]:With the deepening of curriculum reform, classroom effectiveness has aroused widespread concern. As a key factor affecting the quality of classroom teaching, teachers' teaching language has become the focus of research. Based on the understanding and analysis of related researches at home and abroad, this paper establishes a comparative research framework of mathematical teaching language. By using the methods of classroom observation, video analysis, classroom recording analysis, qualitative research and quantitative research, the teaching language types of expert and novice teachers are analyzed. That is to say, from the two angles of auditory and visual teaching language, the accuracy of novice and expert teachers' mathematical teaching language is compared and analyzed, and the difference between them is obtained, and the reasons for the difference are analyzed. Some suggestions on how to improve teachers' ability of teaching language expression are put forward. The purpose is to provide valuable suggestions for teachers' professional development through comparative analysis. The main contents and conclusions are as follows: (1) novice teachers use more auditory language than expert teachers. The listening teaching language of the expert teacher mainly occurs in the teaching link of the new knowledge exploration, while the teaching language of the novice teacher mainly appears in the teaching link of explaining the example. Novice teachers mainly use questioning teaching language, and students' responses are mainly mechanical ones. The main teaching language of expert teachers is enlightening teaching language, and the students' response is mainly comprehensible response. (2) the visual teaching language of expert teachers and novice teachers in geometry class is mainly graphic language, and the symbol language is the main language in algebra class. The use of visual teaching language of expert teachers is generally higher than that of novice teachers. The frequency of using symbol language and graphics language is higher than that of novice teacher, and the number of visual teaching language used in new knowledge exploration is higher than that of novice. The novice teachers use the visual teaching language more frequently in the teaching process. (3) there are great differences in the accuracy of the mathematical teaching language between the novice teacher and the expert teacher. The teaching language of novice teachers in classroom teaching shows many problems, mainly in the accuracy of teachers' own teaching language expression (teaching language ambiguity, And teachers' detection and correction of students' mathematical language expression errors. The differences in teaching language between novice and expert teachers may be caused by the differences between novice and expert teachers in teaching experience, teaching reflection, teachers' knowledge structure and so on. In view of the above situation, some suggestions are put forward to improve the teachers' ability to express the mathematics teaching language: (1) to simplify the teaching language of mathematics hearing, and to leave time to the students. (2) to design questions carefully. Improve the effectiveness of student response. (3) strengthen the training of visual teaching language, pay attention to semantic transformation. (4) in-depth study of mathematics professional knowledge, improve mathematics professional accomplishment. (5) pay attention to the expression of students' mathematical language, Teaching each other. (6) in-depth reflection on teaching experience.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
[Abstract]:With the deepening of curriculum reform, classroom effectiveness has aroused widespread concern. As a key factor affecting the quality of classroom teaching, teachers' teaching language has become the focus of research. Based on the understanding and analysis of related researches at home and abroad, this paper establishes a comparative research framework of mathematical teaching language. By using the methods of classroom observation, video analysis, classroom recording analysis, qualitative research and quantitative research, the teaching language types of expert and novice teachers are analyzed. That is to say, from the two angles of auditory and visual teaching language, the accuracy of novice and expert teachers' mathematical teaching language is compared and analyzed, and the difference between them is obtained, and the reasons for the difference are analyzed. Some suggestions on how to improve teachers' ability of teaching language expression are put forward. The purpose is to provide valuable suggestions for teachers' professional development through comparative analysis. The main contents and conclusions are as follows: (1) novice teachers use more auditory language than expert teachers. The listening teaching language of the expert teacher mainly occurs in the teaching link of the new knowledge exploration, while the teaching language of the novice teacher mainly appears in the teaching link of explaining the example. Novice teachers mainly use questioning teaching language, and students' responses are mainly mechanical ones. The main teaching language of expert teachers is enlightening teaching language, and the students' response is mainly comprehensible response. (2) the visual teaching language of expert teachers and novice teachers in geometry class is mainly graphic language, and the symbol language is the main language in algebra class. The use of visual teaching language of expert teachers is generally higher than that of novice teachers. The frequency of using symbol language and graphics language is higher than that of novice teacher, and the number of visual teaching language used in new knowledge exploration is higher than that of novice. The novice teachers use the visual teaching language more frequently in the teaching process. (3) there are great differences in the accuracy of the mathematical teaching language between the novice teacher and the expert teacher. The teaching language of novice teachers in classroom teaching shows many problems, mainly in the accuracy of teachers' own teaching language expression (teaching language ambiguity, And teachers' detection and correction of students' mathematical language expression errors. The differences in teaching language between novice and expert teachers may be caused by the differences between novice and expert teachers in teaching experience, teaching reflection, teachers' knowledge structure and so on. In view of the above situation, some suggestions are put forward to improve the teachers' ability to express the mathematics teaching language: (1) to simplify the teaching language of mathematics hearing, and to leave time to the students. (2) to design questions carefully. Improve the effectiveness of student response. (3) strengthen the training of visual teaching language, pay attention to semantic transformation. (4) in-depth study of mathematics professional knowledge, improve mathematics professional accomplishment. (5) pay attention to the expression of students' mathematical language, Teaching each other. (6) in-depth reflection on teaching experience.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
【引证文献】
相关会议论文 前2条
1 艾小根;邱杰;胡e，
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