高中数学新手教师应用课堂生成性资源的策略

发布时间：2019-06-11 02:45

【摘要】：随着课程改革的不断深入,课堂作为新课改施行的主阵地,受到越来越多人们的关注。师生在课堂中交流互动、共同探索,产生课堂生成性资源。高中数学课堂生成性资源是指师生、生生在高中数学课堂教学情境中,依据多元教学目标,在开展合作、探究的课堂教学中,即时生成的超出教师预设之外的新情况。生成性资源的应用对课程改革的意义重大。新手教师作为课改的新生力量,关注高中数学新手教师的课堂生成性资源的应用情况,提出新手教师应用高中数学课堂生成性资源的策略具有深远的意义。本论文主要采用了资料文献法、问卷调查法、访谈法、课堂观察法、案例分析法。理论依据有:(1)建构主义理论;(2)后现代主义的知识论;(3)生命观;(4)人本主义学习观;(5)现代教学观。利用问卷访谈等手段调查发现:几乎所有的新手教师都愿意尝试应用生成性资源进行教学,但是新手教师对生成性资源的认知水平并没有其热情度那么高。因此,真实课堂中合理应用生成性资源的机率并不高,新手教师会通过反思来提升自己的理解,并表示未来会继续进行生成性教学的尝试。结合具体教学案例,探讨高中数学新手教师在课堂教学中生成性资源应用的基本策略。提升新手教师应用课堂生成性资源的素养,提升意识、职业和知识素养;培养新手教师发现的眼光和应用的智慧,从错误、问题、差异中生成资源;同时继续做好教学反思工作。
[Abstract]:With the deepening of curriculum reform, classroom, as the main position of the implementation of the new curriculum reform, has attracted more and more people's attention. Teachers and students communicate and interact in the classroom, explore together, and produce classroom generative resources. High school mathematics classroom generative resources refer to teachers and students in the high school mathematics classroom teaching situation, according to the multiple teaching objectives, in the cooperative and exploratory classroom teaching, the immediate generation of new situations beyond the teacher's presupposition. The application of generative resources is of great significance to curriculum reform. As the new force of curriculum reform, novice teachers pay attention to the application of classroom generative resources of novice high school mathematics teachers, and put forward the strategy of novice teachers applying generative resources in senior high school mathematics classroom is of far-reaching significance. This paper mainly adopts the data literature method, questionnaire survey method, interview method, classroom observation method, case analysis method. The theoretical basis is as follows: (1) constructivism theory; (2) postmodernism epistemology; (3) life view; (4) humanistic learning view; (5) modern teaching view. By means of questionnaire interview and other means, it is found that almost all novice teachers are willing to try to apply generative resources to teaching, but novice teachers' cognition level of generative resources is not as high as their enthusiasm. Therefore, the probability of reasonable application of generative resources in the real classroom is not high. Novice teachers will improve their understanding through reflection, and say that they will continue to try generative teaching in the future. Combined with specific teaching cases, this paper probes into the basic strategies of the application of generative resources in classroom teaching of novice teachers of mathematics in senior high school. To improve the literacy of novice teachers in applying classroom generative resources, to enhance awareness, professional and knowledge literacy, to cultivate the vision of novice teachers and the wisdom of application, and to generate resources from mistakes, problems and differences. At the same time, we will continue to do a good job in teaching reflection.
【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

【参考文献】