中职数学课堂教学机智案例释析

发布时间：2018-05-25 03:12

本文选题：中职数学 + 数学学困生　；参考：《河北师范大学》2017年硕士论文

【摘要】：按照国家职业教育的发展要求,中职数学课程内容的设计应当以学生为本,与学生实际状况相适应,而现阶段在中职生群体中存在着大量数学学困生,这给数学课堂教学带来了一定的困难。中职数学课堂复杂多变,经常会出现各种不可预知的突发状况,这就需要教师能够运用自己的机智,冷静的面对突发状况,合理的将其转化成教学资源,因此课堂教学机智的运用是教师能够灵活驾驭不可预知的各种课堂状况的必要条件。中职数学教师应利用课堂教学机智的理念,充分发掘课堂中可利用的生成性资源,以学生实际为教学出发点,激发学生的求知欲,让学生充分参与到数学学习的过程中来,发挥学生的主观能动性,从而提高数学课堂有效性。课堂教学机智的运用将成为帮助数学学困生走出学习数学困境的重要手段,并逐步改善现阶段中职数学课堂的学习现状。论文共分为七章第一章是引言部分,本章就研究背景提出了研究问题,阐述了目前关于课堂教学机智的研究现状,针对中职生群体中存在大量数学学困生的状况和中职数学课堂的需求,介绍了课堂教学机智案例的研究目的、研究意义、研究思路与研究方法。第二章对中职数学学科特点进行了阐述,为第四章中职生数学课堂学习状况的调查研究提供了一定的理论基础。第三章是相关概念界定部分,本章对机智、教学机智及教学机智的两维等概念进行了界定。第四章根据中职生数学课堂学习状况的调查结果,对中职数学学困生的成因和中职生数学课堂学习状态进行了分析总结,指出了教学机智在中职数学课堂运用的必要性。第五章本章介绍了中职数学课堂教学机智案例的三大理论基础,并对案例所具备的特点进行了阐述。第六章阐述了中职数学课堂教学机智典型案例的来源类别、发生过程和对案例的具体释析及归纳总结,本章节为全文的关键部分。第七章为中职数学课堂教学机智典型案例的评价及总结。从教师评价与学生评价两个角度考察教学机智对课堂有效性的影响和对数学学困生向学优生的转化所起到的作用,最后通过反思对教学机智在中职数学课堂中的运用提出一些建议。总之,本文基于中职生学习数学的认知差异性、中职生思维特点、数学课堂学习现状等多方面考虑,认为教师课堂教学机智的运用是解决课堂偶然事件的必然要求。本文运用案例分析法对课堂教学机智的典型案例进行了描述和释析,阐明了教师运用教学机智在动态课堂中捕捉到触动学生发展的时机,将其转化成课堂生成性资源从而完成教学目标。教学机智的正确运用不仅提高了中职数学课堂教学有效性,也提高了数学学困生的学习积极性,为改善数学学困生的现状提供了有效途径。
[Abstract]:According to the requirements of the development of national vocational education, the design of mathematics curriculum should be student-oriented and adapt to the actual situation of the students. However, there are a large number of students with mathematics learning difficulties in the secondary vocational school students at this stage. This brings some difficulties to mathematics classroom teaching. The mathematics classroom of secondary vocational school is complex and changeable, and often appears all kinds of unexpected situations, which requires teachers to be able to use their wits, calmly face emergencies, and reasonably turn them into teaching resources. Therefore, the use of classroom teaching wit is a necessary condition for teachers to be able to control unpredictable classroom situations. Mathematics teachers in secondary vocational schools should make full use of the wisdom of classroom teaching, fully explore the generative resources that can be used in the classroom, take the students' reality as the starting point of teaching, stimulate the students' desire for knowledge, and let the students fully participate in the process of mathematics learning. Give play to the students' subjective initiative, thus improve the effectiveness of mathematics class. The use of classroom teaching wit will become an important means to help students with mathematics learning difficulties out of the difficult position of learning mathematics, and gradually improve the present situation of mathematics classroom learning in secondary vocational schools. The thesis is divided into seven chapters: the first chapter is the introduction, this chapter puts forward the research questions on the research background, and expounds the current research status of classroom teaching wit. In view of the fact that there are a large number of students with mathematics learning difficulties in secondary vocational school and the demand of mathematics classroom in secondary vocational school, this paper introduces the research purpose, research significance, research ideas and research methods of classroom teaching witty cases. The second chapter expounds the characteristics of mathematics in secondary vocational schools, which provides a theoretical basis for the investigation and study of mathematics classroom learning of vocational school students in the fourth chapter. The third chapter is the definition of relevant concepts, this chapter defines the concepts of tact, teaching wit and two-dimensional teaching wit. The fourth chapter analyzes and summarizes the causes of mathematics learning difficulties and the learning status of secondary vocational school students, and points out the necessity of the application of teaching wits in secondary vocational school mathematics classroom based on the results of the investigation on the situation of mathematics classroom learning of secondary vocational school students. The fifth chapter introduces the three theoretical bases of the case of mathematics teaching wit in secondary vocational school, and expounds the characteristics of the case. The sixth chapter expounds the source category, the process of occurrence, the concrete explanation and summary of the case, and this chapter is the key part of the full text. The seventh chapter is the evaluation and summary of the typical cases of mathematics teaching wit in secondary vocational schools. From the perspectives of teacher evaluation and student evaluation, this paper examines the effects of teaching wit on classroom effectiveness and the transformation of students with mathematics learning difficulties into excellent students. Finally, some suggestions are put forward through reflection on the application of teaching wit in mathematics class of secondary vocational school. In a word, based on the cognitive difference of secondary vocational school students' learning mathematics, the thinking characteristics of secondary vocational school students and the present situation of mathematics classroom learning, the author thinks that the application of teachers' classroom teaching wit is the inevitable requirement to solve the accidental events in class. This paper uses case analysis method to describe and analyze typical cases of classroom teaching wit, and expounds the opportunity for teachers to use teaching wit to capture the opportunity to touch students' development in dynamic classroom. Turn it into classroom generative resources in order to achieve the teaching goal. The correct use of teaching wit not only improves the effectiveness of mathematics classroom teaching, but also improves the learning enthusiasm of students with mathematics learning difficulties, and provides an effective way to improve the present situation of students with mathematics learning difficulties.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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