内蒙古呼和浩特市新城区小学数学教师课堂教学行为及改进对策研究

发布时间：2018-04-17 01:08

本文选题：小学数学教师 + 课堂教学行为　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：教学行为是教师教学思想理念的具体体现,是带有目的性的社会行为。课堂教学仍然是学校教育的基本途径,无论是当今我国数学新课程改革还是在未来的教学改革中,课堂教学行为都是教学研究的重点。本研究以课堂教学行为作为研究对象和内容,通过自己的思考和探索,为合理构建小学数学教师的课堂教学行为提供实践参考。本研究的意义在于:从理论角度看,为进一步改善新城区小学数学教师课堂行为提供了理论基础,并对在职教师专业化能力培训有一定的借鉴价值:从实践角度看,课堂教学行为的研究就是教师对他所从事的教学活动的反思,从而指导教学实践,也是提高教学质量,实现有效教学的关键。本研究在对文献研究的基础上,采用了定性和定量的研究方法,对用问卷调查所收集来的数据进行分析研究。本文通过对新城区小学数学教师教学行为整体概况分析的调查研究,以及展开对管理行为、例题讲解行为、提问行为、文字呈示行为、理答行为的细化研究,发现新城区小学数学教师的课堂行为存在一定问题。如:提问学生的频率较高,课堂提问总数难以控制在有效范围内;在课堂管理中有不当教学行为出现;教师的理答行为比较保守,不能加深学生对教育活动内容的印象,缺乏对学生的引导;重点内容及各知识点间的联系在板书中没有呈现等。针对问题的存在,分别选择性别、教龄、学历三个维度对教学行为进行差异分析,在五类教学行为中的确存在着以上三个维度对教师教学行为所产生的一定影响作用。其原因主要包括:教师缺乏对专业理论知识的深入学习、教学理念的更新及教学中运用讲述行为的能力;教师提问缺乏有效性;板书使用不合理;教师理答反馈行为和评价方式使用不当。本研究在改进新城区小学数学教师课堂教学行为对策分析中,提出了以下五点:第一,提升数学教师专业素养;第二,加强数学教师在职培训:第三,丰富讲述方式的组织性和逻辑性;第四,启发学生独立思考,发展学生的逻辑思维能力;第五,注重理答方式和评价方式的多样化选择。通过教学行为的研究,观测课堂教学全过程的同时,借助这个重要窗口,还能探寻出复杂现象背后隐藏的真正意向,以此来沟通教师与学生之间的一种特殊关系,而数学学科的严密逻辑性,将这种关系连接得更加紧密。因此研究数学教师的课堂教学行为,为提升有效教学效果,促进学生学习能力的改善,与学生一同分享教育成果的过程日益凸显了其重要的价值。
[Abstract]:Teaching behavior is the concrete embodiment of teachers' teaching ideology and social behavior with purpose.Classroom teaching is still the basic way of school education. Classroom teaching behavior is the focus of teaching research both in the new curriculum reform of mathematics in our country and in the future teaching reform.This research takes classroom teaching behavior as the research object and content, through own reflection and exploration, provides the practical reference for the reasonable construction of the classroom teaching behavior of primary school mathematics teachers.The significance of this study lies in: from a theoretical point of view, it provides a theoretical basis for further improving the classroom behavior of primary school mathematics teachers in Xincheng District, and has a certain reference value for in-service teachers' professional ability training: from a practical point of view,The study of classroom teaching behavior is not only the reflection of the teacher's teaching activities, but also the key to improve the teaching quality and realize the effective teaching.On the basis of literature research, this study adopts qualitative and quantitative research methods to analyze the data collected by questionnaire.Through the investigation and research on the general situation of teaching behavior of primary school mathematics teachers in Xincheng District, and the detailed research on management behavior, illustrative behavior, questioning behavior, text presentation behavior, and answering behavior, the paper makes a detailed study on the management behavior, the explaining behavior, the questioning behavior, the text presentation behavior, and the answering behavior.It is found that there are some problems in the classroom behavior of primary school mathematics teachers in Xincheng District.For example: the frequency of questioning students is high, the total number of classroom questions is difficult to control in an effective range; there are improper teaching behaviors in classroom management; teachers' rational and answer behavior is conservative and cannot deepen the students' impression of the content of educational activities.Lack of guidance to the students, key content and the relationship between the knowledge points are not presented in the blackboard.In view of the existence of the problem, the author analyzes the differences of teaching behavior in three dimensions of gender, teaching age and education respectively, and there is a certain effect of the above three dimensions on the teaching behavior of teachers in the five kinds of teaching behaviors.The main reasons include: teachers lack of in-depth study of professional theoretical knowledge, the renewal of teaching concepts and the ability to use narrative behavior in teaching, the lack of effectiveness of teachers' questioning, the unreasonable use of blackboard;Teachers' feedback behavior and evaluation methods are not properly used.In the analysis of the countermeasures to improve the classroom teaching behavior of primary school mathematics teachers in Xincheng District, this study puts forward the following five points: first, to enhance the professional quality of mathematics teachers; second, to strengthen the in-service training of mathematics teachers; third,It enriches the organization and logic of narration; fourth, enlightens students to think independently and develops students' logical thinking ability; fifthly, pays attention to the diversified choice of the ways of answering and evaluating.Through the research of teaching behavior, observing the whole process of classroom teaching, at the same time, with the help of this important window, we can also find out the real intention hidden behind the complex phenomenon, so as to communicate a special relationship between teachers and students.And the rigorous logic of mathematics subject, this kind of relation is connected more closely.Therefore, the study of mathematics teachers' classroom teaching behavior, in order to improve the effective teaching effect and improve the students' learning ability, the process of sharing the educational achievements with the students has increasingly highlighted its important value.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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