初中数学教师课堂有效教学行为案例分析

发布时间：2018-12-06 13:53

【摘要】：关于初中数学教师课堂有效教学行为的探索由来已久,国内对课堂有效教学的探索启动于上世纪九十年代,比国外的探索启动的晚。近些年课堂有效教学研究已经显现出由宏观到微观,由理论到实践的态势,追求课堂教学行为的有效性也成为人们不断探索的课题,凸显很多具有象征性的研究结果。初中是小学和高中的过渡阶段,这一时期数学知识的学习,不仅是对基础数学知识的延伸,也为学习更深层的数学知识打下基础,这一时期的知识掌握情况对于高中阶段数学知识的学习影响很大。这就要求老师借助课堂有效教学,让学生改变传统接纳式学习,掌握科学方法,通过小组合作以及探究性学习,学到必备的数学知识与技能,熟悉基础的数学概念与结论的内涵,以及它们在后续学习中有什么作用。新课标中也倡导“每个人都能学习到有价值的数学,懂得数学知识的价值所在,每个人都能在数学上有所发展,使学生成为真正的主人”。本论文一共分为五章。第一章是绪论,阐明本文主题的探索背景,研究目的与问题,研究中用到的分析工具,研究进行过程中的思路与方法,研究意义和创新。第二章主要讲述了国内外研究进展与研究结果综述,并列举了支撑课题研究所需相关知识支撑。第三、四、五章是本论文的重点章节,第三章主要是核心概念的界定、初中数学教师有效教学行为的特征和影响数学教师课堂教学行为的因素。第四章通过三位教师的优质课堂上有效教学行为进行案例分析,主要对讲述、提问、互动、讨论四方面行为进行分析,总结发现其中的问题。第五章主要依据对初中数学老师在课堂上出现的有效课堂教学行为的案例分析研究结论,提出合理可操作的改进方案及展望。
[Abstract]:The exploration of effective classroom teaching behavior of mathematics teachers in junior high school has a long history. The exploration of effective classroom teaching in China started in the 1990s, which is later than that in foreign countries. In recent years, classroom effective teaching research has shown the situation from macro to micro, from theory to practice, the pursuit of the effectiveness of classroom teaching behavior has become a topic of continuous exploration, highlighting a lot of symbolic research results. Junior middle school is the transitional stage between primary school and high school. In this period, the learning of mathematics knowledge is not only an extension of basic mathematics knowledge, but also a foundation for learning deeper mathematics knowledge. The knowledge mastery in this period has a great influence on the learning of mathematics knowledge in senior high school. This requires teachers to make use of effective classroom teaching to enable students to change traditional receptive learning, master scientific methods, and learn the necessary mathematical knowledge and skills through group cooperation and inquiry learning. Familiar with basic mathematical concepts and conclusions, and what role they play in subsequent learning. The new curriculum also advocates that "everyone can learn valuable mathematics, understand the value of mathematical knowledge, everyone can develop in mathematics, so that students become the real master". This paper is divided into five chapters. The first chapter is the introduction, expounding the research background, research purpose and problems, the analytical tools used in the research, the train of thought and method in the course of the research, the significance and innovation of the research. The second chapter mainly describes the research progress and research results at home and abroad, and enumerates the relevant knowledge support needed for supporting the research. The third, fourth and fifth chapters are the key chapters of this paper. The third chapter is the definition of core concepts, the characteristics of effective teaching behavior of mathematics teachers in junior high school and the factors that affect the classroom teaching behavior of mathematics teachers. The fourth chapter analyzes the three teachers' effective teaching behavior in the classroom, mainly analyzes the four aspects of the behavior of narration, questioning, interaction and discussion, and summarizes and finds out the problems. The fifth chapter is based on the conclusion of case study on effective classroom teaching behavior of mathematics teachers in junior high school, and puts forward some reasonable and operable improvement schemes and prospects.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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