中学数学教师课堂教学机智评价与实施

发布时间：2018-01-15 23:33

本文关键词：中学数学教师课堂教学机智评价与实施　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：所谓教学机智,就是指教师在一定的教学情境中,面临复杂的教学情况而表现出的一种迅速、准确的具有教育意义的创造性行动的能力。中学数学课堂作为一个教师与数十名学生互动的复杂情景常面临着许多突发状况,教师引发教学机智,运用适当的方法将课堂突发状况这种无关事件引入到教学计划中,保障课堂教学行为继续顺利进行下去,不仅体现了一个教师的教学水平,而且是实现优质教学的重要条件。为了促进教师课堂教学机智的发展,了解中学数学教师课堂教学机智的影响因素,从而提出提升教师课堂教学机智发展的建议,使教师在课堂中更好的实现优质教学,本文主要从以下六个部分展开研究。第一部分引言,主要讨论了问题提出的背景意义,综合论述了国内外关于教学机智研究的现状以及研究的思路和方法。现有的文献理论研究非常丰富,但缺乏实证性研究。第二部分在系统的阐述教学机智的概念以及教学机智分类的基础上,对国内外学者关于教学机智的影响因素和发展途径的研究进行了对比。本文在继承了已有研究对教学机智定义的基础上,将教师的教学机智的内涵进行了深度剖析。第三部分是教学机智评价量表的开发。通过文献归纳法和问卷调查法相结合的方式,确定了评价指标、评价标准以及各指标的权重,进而生成教学机智评价量表。第四部分是对中学数学教师教学机智评价的实施。选取观察对象,制作课堂观察表,并实施课堂观察。根据课堂观察收集的数据填制教学机智评价量表,然后对被测教师以访谈的方式继续追溯他们对教学机智的理解,进而分析教师们教学机智水平参差不齐的原因,归纳出教学机智的影响因素主要有：课前的教学准备和课后的教学反思、教师的综合素质、班级的课堂氛围、教师的教学机智观以及教学经验的累积。第五部分提出了促进中学数学教师课堂教学机智发展的五点建议：树立正确的教学机智观、注重教学经验的累积及课前准备和课后反思、不断扩展自身知识容量、建立良好的班级课堂氛围、提高自身的师德修养。最后是研究结论、研究不足和展望。本文的创新之处在于,编制了一套切实可行的教学机智评价量表,并有意识的选取了若干组课堂表现有一定差异的教师群体,通过剖析两者间的不同,找到影响教师课堂教学机智水平的原因,希望引起教师们对教学机智的更多重视。
[Abstract]:The so-called teaching wit refers to the teacher in a certain teaching situation, in the face of complex teaching situation and show a rapid. High school mathematics classroom as a teacher and dozens of students interaction of the complex situation often faces many unexpected situations, teachers lead to teaching wit. Using appropriate methods to introduce this kind of unrelated events into the teaching plan to ensure that the classroom teaching behavior continues smoothly, not only reflects the teaching level of a teacher. In order to promote the development of teachers' classroom teaching tact, to understand the influence factors of middle school mathematics teachers' classroom teaching tact. In order to improve teachers' classroom teaching tact development suggestions, so that teachers in the classroom to achieve better quality teaching, this paper mainly from the following six parts of the study. The first part of the introduction. This paper mainly discusses the background significance of the question, and comprehensively discusses the present situation of the research on teaching wit at home and abroad, as well as the research ideas and methods. The existing literature theory research is very rich. But lack of empirical research. The second part is based on the systematic elaboration of the concept of teaching wit and the classification of teaching wit. This paper compares the research of influencing factors and developing ways of teaching wits at home and abroad. This paper inherits the existing research on the definition of teaching tact. The third part is the development of teaching wit evaluation scale. Through the combination of literature induction and questionnaire survey, the evaluation index is determined. The evaluation standard and the weight of each index, and then generate the teaching wit evaluation scale. 4th part is the implementation of the middle school mathematics teachers teaching tact evaluation. Select the observation object, make the classroom observation table. According to the data collected from classroom observation, the evaluation scale of teaching wit was completed, and then the teachers were interviewed to continue to trace their understanding of teaching wit. Then it analyzes the causes of teachers' uneven level of teaching wit, and concludes that the influencing factors of teaching wits are: the preparation before and after class, the comprehensive quality of teachers, the classroom atmosphere of the class. Part 5th puts forward five suggestions to promote the development of middle school mathematics teachers' classroom teaching wit: to set up a correct concept of teaching wit. Pay attention to the accumulation of teaching experience, pre-class preparation and after-class reflection, constantly expand their knowledge capacity, establish a good classroom atmosphere, improve their own teachers' moral accomplishment. Finally, the conclusion of the study. The innovation of this paper is to compile a set of practical evaluation scale of teaching wit and consciously select a number of groups of teachers with different classroom performance. By analyzing the differences between the two, the author finds out the reasons that affect the teachers' classroom teaching wit, and hopes to arouse teachers' more attention to the teaching wits.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【参考文献】