新手数学教师教学互动决策研究
发布时间：2019-02-21 19:49
【摘要】：教学互动决策贯穿于课堂教学始终,因此,一名教师的课堂教学效果主要取决于他的教学决策水平。本研究是通过调查分析比较新手数学教师对有效教学决策的运用程度及运用效果,了解他们的有效教学决策水平,在此基础之上分析比较影响新手、专家数学教师的影响因素有何不同,从而为新手数学教师如何提高有效教学决策水平带来启示,同时提出促进新手数学教师的专业发展和教师培训的相关建议。本研究主要由三个部分构成:1.通过国内外相关文献资料的查阅,对教师教学决策包括教学互动决策的相关理论进行梳理、分析、归纳,并把它分为国外学者和国内学者对教学决策的调查研究;分析教学互动决策的理论基础——认识论·情境认知与学习理论、实践论·反思性实践者理念、系统论·复杂性科学。2.编制问卷,对多所学校的新手数学教师进行问卷调查,运用SPSS软件对新手数学教师在教学互动决策的运用程度和效果进行描述性分析、非参数检验。3.依据教师教学决策研究,确定访谈提纲。对4位新手数学教师和2位专家数学教师进行访谈并录音,将录音转换为文字形式。通过质性分析,发现新手数学教师的教学互动决策现状,归纳、总结影响数学教师教学互动决策的因素。通过问卷调查和访谈的数据分析发现:(1)新手数学教师对有效教学互动决策的运用程度都比较高,然而多数有效决策的运用效果却显著低于运用程度(新手数学教师对教师技能、教学策略的运用效果和运用程度的非参数检验,Z0, p0.01),这说明新手数学教师的决策水平还没有达到与他们的认识水平相同的高度;(2)新手数学教师认为影响他们做出教学互动决策的主要因素是学生的反应、实践智慧,专家数学教师认为教师信念、教师知识、实践智慧是影响他们做出教学互动决策的主要因素,这说明当前对新手数学教师帮助最大的是了解学生的反应、足够的实践智慧。依据影响专家数学教师做出互动决策的主要因素分析结论,得到新手教师也不能忽视影响教学互动决策的深层次因素——教师信念和教师知识。笔者根据研究结论提出几点浅薄建议:师范类院校应适当调整师范生的实习时间,让师范生有充足的时间了解课堂,并且将他们的理论学习成果融汇到教学之中;新手数学教师在多种学习形式的背后,应当着重体悟借鉴优秀教师教学中的实践智慧、琢磨学生的学习水平及心理状态,同时把在师范院校所学理论应用到实践中来,经常反思,在教学中进行教育研究,发现更多的教育理论及实践成果。
[Abstract]:The interactive decision-making of teaching runs through the classroom teaching all the time, so the effect of a teacher's classroom teaching mainly depends on his level of teaching decision. This research is to analyze and compare the degree and effect of effective teaching decision by novice mathematics teachers, and to find out their effective teaching decision level, on the basis of which to analyze and compare the influence of novice mathematics teachers on effective teaching decision. What is the difference of the influencing factors of the expert mathematics teacher, so as to bring enlightenment to the novice mathematics teacher how to improve the effective teaching decision-making level, and at the same time put forward the relevant suggestions to promote the professional development of the novice mathematics teacher and the teacher training. This study consists of three parts: 1. Through the reference of relevant literature at home and abroad, this paper sorts out, analyzes, induces, and divides the relevant theories of teachers' teaching decision including teaching interactive decision into foreign scholars and domestic scholars on the investigation and study of teaching decision-making. This paper analyzes the theoretical basis of interactive decision-making in teaching-epistemological situational cognition and learning theory, practical theory of reflective practitioners, system theory of complexity science. 2. This paper makes a questionnaire survey on novice mathematics teachers in many schools and makes a descriptive analysis of the degree and effect of the application of novice mathematics teachers in the interactive decision-making of teaching by using SPSS software. According to the research of teacher's teaching decision, the outline of interview is determined. Four novice mathematics teachers and two expert mathematics teachers were interviewed and recorded to convert the recording into text form. Through qualitative analysis, this paper finds out the present situation of mathematics teachers' interactive decision-making in teaching, sums up the factors that affect the interactive decision-making of mathematics teachers' teaching. Through the data analysis of questionnaire survey and interview, it is found that: (1) novice mathematics teachers have a high degree of application to effective interactive teaching decision-making. However, the effect of most effective decisions is significantly lower than that of the degree of application (non-parametric test of novice mathematics teachers on teachers' skills, teaching strategies and degree of application, Z0, p0.01). This shows that the decision level of novice mathematics teachers has not reached the same level as their understanding level; (2) novice mathematics teachers think that the main factors that affect their interactive decision-making are students' reaction, practical wisdom, expert mathematics teachers' belief and teachers' knowledge. Practical wisdom is the main factor that affects them to make interactive decision-making, which shows that the most helpful to novice mathematics teachers at present is to understand the students' reaction and have enough practical wisdom. According to the analysis of the main factors influencing the interactive decision-making of the expert mathematics teachers, the novice teachers can not ignore the deep factors that affect the interactive decision-making of teaching-teachers' beliefs and teachers' knowledge. According to the conclusion of the study, the author puts forward some simple suggestions: normal colleges should adjust the practice time of normal college students, let normal students have enough time to understand the classroom, and integrate their theoretical learning results into the teaching; The novice mathematics teachers should learn from the practical wisdom in the teaching of excellent teachers, consider the learning level and psychological state of the students, and apply the theories they have learned in normal colleges to practice. Often reflect, carry on the educational research in the teaching, discover more educational theory and practice achievement.
【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：2427835
[Abstract]:The interactive decision-making of teaching runs through the classroom teaching all the time, so the effect of a teacher's classroom teaching mainly depends on his level of teaching decision. This research is to analyze and compare the degree and effect of effective teaching decision by novice mathematics teachers, and to find out their effective teaching decision level, on the basis of which to analyze and compare the influence of novice mathematics teachers on effective teaching decision. What is the difference of the influencing factors of the expert mathematics teacher, so as to bring enlightenment to the novice mathematics teacher how to improve the effective teaching decision-making level, and at the same time put forward the relevant suggestions to promote the professional development of the novice mathematics teacher and the teacher training. This study consists of three parts: 1. Through the reference of relevant literature at home and abroad, this paper sorts out, analyzes, induces, and divides the relevant theories of teachers' teaching decision including teaching interactive decision into foreign scholars and domestic scholars on the investigation and study of teaching decision-making. This paper analyzes the theoretical basis of interactive decision-making in teaching-epistemological situational cognition and learning theory, practical theory of reflective practitioners, system theory of complexity science. 2. This paper makes a questionnaire survey on novice mathematics teachers in many schools and makes a descriptive analysis of the degree and effect of the application of novice mathematics teachers in the interactive decision-making of teaching by using SPSS software. According to the research of teacher's teaching decision, the outline of interview is determined. Four novice mathematics teachers and two expert mathematics teachers were interviewed and recorded to convert the recording into text form. Through qualitative analysis, this paper finds out the present situation of mathematics teachers' interactive decision-making in teaching, sums up the factors that affect the interactive decision-making of mathematics teachers' teaching. Through the data analysis of questionnaire survey and interview, it is found that: (1) novice mathematics teachers have a high degree of application to effective interactive teaching decision-making. However, the effect of most effective decisions is significantly lower than that of the degree of application (non-parametric test of novice mathematics teachers on teachers' skills, teaching strategies and degree of application, Z0, p0.01). This shows that the decision level of novice mathematics teachers has not reached the same level as their understanding level; (2) novice mathematics teachers think that the main factors that affect their interactive decision-making are students' reaction, practical wisdom, expert mathematics teachers' belief and teachers' knowledge. Practical wisdom is the main factor that affects them to make interactive decision-making, which shows that the most helpful to novice mathematics teachers at present is to understand the students' reaction and have enough practical wisdom. According to the analysis of the main factors influencing the interactive decision-making of the expert mathematics teachers, the novice teachers can not ignore the deep factors that affect the interactive decision-making of teaching-teachers' beliefs and teachers' knowledge. According to the conclusion of the study, the author puts forward some simple suggestions: normal colleges should adjust the practice time of normal college students, let normal students have enough time to understand the classroom, and integrate their theoretical learning results into the teaching; The novice mathematics teachers should learn from the practical wisdom in the teaching of excellent teachers, consider the learning level and psychological state of the students, and apply the theories they have learned in normal colleges to practice. Often reflect, carry on the educational research in the teaching, discover more educational theory and practice achievement.
【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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