专家—新手教师数学课堂教学语言比较研究

发布时间：2018-04-03 05:15

本文选题：专家教师　切入点：新手教师　出处：《赣南师范学院》2015年硕士论文

【摘要】：教师课堂语言是课堂教学的最主要和最直接的载体,也是决定课堂教学是否有效的关键因素。通过研究专家数学教师和新手数学教师的课堂语言的差异,可以为改善新手教师的数学课堂语言技能理论依据,从而为提高中学数学课堂教学效率提供理论和实践的支持。本研究借鉴了TIMSS的课堂录像研究法、文献法、问卷调查法,从专家型、新手型数学教师课堂语言量、各类教学语言在各个环节的使用、及教师提问性语言的应用差异这三方面进行比较研究。通过比较,得到以下结论:(1)专家型教师与新手教师课堂教学语言均占据课堂时间的50%以上,但是两位教师的课堂教学语言所指向的学生能力存在明显差异。(2)专家教师在各个教学环节合理安排各类教学语言,新手教师的数学教学语言运用常与学生的认知能力不协调。(3)专家型教师的教学语言简练、专业、概念表达准确,新手教师的语言表达Up嗦、不严谨、口语多、不规范,甚至于出现大量代替学生“读题”的现象,语速过快。(4)专家教师引入新课时中使用的教学语言远远多于新手教师,可见专家教师比较注重课堂引入,将课堂引入放到了重要的位置。在教学过程中,注重学生知识框架的形成,引导学生探寻知识点之间的内在联系。提问时,通过提示性和补充性提问引导学生对深入思考的高认知回答;理解性提问主要用于对题型的归纳。而新手教师注重解题过程,着重讲解例题步骤,对知识点的联系关注少。而针对以上问题,本次研究认为新手教师可以通过以下方面优化课堂教学语言:(1)加强数学专业性语言训练;(2)遵循学生的认知规律,合理分配各个教学环节中各类教学语言的时间;(3)掌握好课堂教学语言的速度,课堂教学语言力求严谨、丰富、生动、有趣;(4)提高提问语言的有效性。
[Abstract]:The teacher's classroom language is the most important and direct carrier of classroom teaching, and also the key factor to determine the effectiveness of classroom teaching.By studying the differences between the classroom language of the expert mathematics teacher and the novice mathematics teacher, we can provide theoretical and practical support for improving the theoretical basis of the novice teacher's language skills in mathematics classroom and improving the efficiency of mathematics classroom teaching in middle school.This study draws lessons from TIMSS's classroom video research method, literature method, questionnaire survey method, from expert, novice mathematics teacher classroom language quantity, all kinds of teaching language in each link,And the differences in the application of teachers' questioning language.By comparison, the following conclusions are drawn: (1) both expert teachers and novice teachers take up more than 50% of classroom time.However, there is a significant difference between the two teachers' classroom teaching language pointing to the students' ability. (2) the expert teacher reasonably arranges all kinds of teaching languages in each teaching link.The use of mathematics teaching language of novice teachers often does not coordinate with students' cognitive ability.) the teaching languages of expert teachers are concise, professional and accurate, and the language of novice teachers is wordy, not rigorous, spoken more, and not standardized.Even the phenomenon of replacing students with "reading questions" appears in large numbers, and the speed of speech is too fast. 4) the language of instruction used in the introduction of new classes by expert teachers is far more than that used by novice teachers. It can be seen that expert teachers pay more attention to introducing them into the classroom.The introduction of the class is of great importance.In the process of teaching, we should pay attention to the formation of students' knowledge frame and guide them to explore the internal relationship between knowledge points.When asking questions, the students are guided by prompt and supplementary questions to answer the questions with high cognition, while the comprehension questions are mainly used for the induction of question types.The novice teachers pay more attention to the process of solving problems, explain the steps of examples, and pay less attention to the connection of knowledge points.In view of the above problems, this study suggests that novice teachers can optimize the classroom teaching language: 1) strengthen the specialized language training in mathematics by following the students' cognitive laws.(3) how to master the speed of classroom teaching language, which is strict, rich, vivid and interesting. 4) improve the effectiveness of questioning language.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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