初中数学新手型教师与专家型教师课堂教学语言的比较研究

发布时间：2019-02-13 17:06

【摘要】：随着新课程改革的逐步深化,课堂教学更加重视师生间知识、情感、信息的交流,对教师提出了更高的要求。教师的课堂教学语言是影响课堂教学极其重要的因素,教师只有灵活运用语言,才能实现教学目标。同时,由于数学学科本身的特点,数学教师的课堂教学语言是吸引学生注意力的关键因素。所以,对数学教师课堂教学语言的研究是非常有必要的。本文通过对新手型教师和专家型教师课堂教学语言的使用情况进行比较研究,试图总结出有利于学生数学学习的课堂教学语言。本文第1章提出了研究背景,研究问题以及研究的意义,通过对教师和学生的问卷调查获知了当前数学教师课堂语言的使用情况,80%以上的数学教师认为教学语言对于课堂教学是非常重要的,但是只有不到30%的教师会在课前准备课堂教学语言,这些现象要特别引起我们的重视。第2章综述了数学课堂教学语言的分类、作用、特点以及新手型与专家型教师的界定,并从不同方面阐述了课堂教学语言研究的理论基础。第3章详细说明了研究方法与过程,其中涉及研究对象的选取以及使用的方法,本研究使用的方法有问卷调查法、文献分析法以及录像分析法,重点介绍了录像分析法的优点以及研究步骤,强调了在研究过程中将视频转录成文本的重要性。第4章主要对新手型教师与专家型教师的课堂教学语言的使用情况进行了分析比较,由于课堂提问在教师教学语言中占据的比例较大,所以特别将教师的课堂提问与学生的回应情况进行了分析,对比学生的回应情况来比较两位教师课堂提问中存在的不同。第5章则根据第4章的分析结果,对新手型教师从教学语言的各个方面提出改进的建议,以便于促进新手型教师的专业成长。本研究表明：①初中数学教师教学语言在课堂中至少占据了60%的时间；②新手型教师在课堂上没有专家型教师行动自如,可能是新手型教师对教材和课堂的熟悉度不够所导致的,对于新手型教师而言,重在顺利完成每一节数学课的教学；③新手型教师的课堂提问过多,但是大多数问题得到的是学生机械性的回应,这表明了新手型教师的提问水平不高；④新手型教师的课堂教学语言语调平缓,且表达不够准确,导致课堂教学效果不佳,但专家型教师语言简洁准确；⑤两位教师在反馈性语言、激励性语言以及启发性语言上的使用都不多,然而调查可见,70%的学生在回答问题之后更希望得到教师的表扬或是肯定,而并非是一句简单的对错。
[Abstract]:With the deepening of the new curriculum reform, classroom teaching pays more attention to the exchange of knowledge, emotion and information between teachers and students. The teacher's classroom teaching language is an extremely important factor affecting classroom teaching. Only when teachers use language flexibly can they achieve the teaching goal. At the same time, due to the characteristics of mathematics itself, mathematics teachers' classroom teaching language is the key factor to attract students' attention. Therefore, it is very necessary to study the classroom teaching language of mathematics teachers. Through the comparative study on the use of classroom teaching language between novice and expert teachers, this paper tries to summarize the classroom teaching language which is beneficial to students' mathematics learning. In the first chapter of this paper, the background, problems and significance of the research are put forward, and the use of classroom language of mathematics teachers is obtained through the questionnaire survey of teachers and students. More than 80% of mathematics teachers think that the language of instruction is very important for classroom teaching, but less than 30% of the teachers will prepare the language of teaching in class before class, so we should pay special attention to these phenomena. The second chapter summarizes the classification, function, characteristics and the definitions of novice and expert teachers, and expounds the theoretical basis of classroom teaching language research from different aspects. Chapter 3 describes the research methods and processes in detail, including the selection of research objects and the methods used in this study. The methods used in this study are questionnaire survey, literature analysis and video analysis. The advantages and steps of video analysis are introduced, and the importance of transcribing video into text is emphasized. Chapter 4 mainly analyzes and compares the use of classroom teaching language between novice teachers and expert teachers. Because of the large proportion of classroom questioning in the teaching language of teachers, Therefore, the teachers' classroom questions and students' responses are analyzed, and the differences between the two teachers' classroom questions are compared by comparing the students' responses. In chapter 5, according to the analysis results of chapter 4, some suggestions are put forward to improve the teaching language of novice teachers in order to promote the professional growth of novice teachers. This study shows that: 1 the teaching language of mathematics teachers in junior high school occupies at least 60% of the time in the classroom; (2) novice teachers do not have expert teachers to act freely in the classroom, which may be caused by the lack of familiarity with teaching materials and classes. For novice teachers, it is important to successfully complete the teaching of each math class; (3) the novice teachers ask too many questions in the classroom, but most of the questions are answered mechanically by the students, which indicates that the level of the novice teachers' questions is not high; (4) the intonation of the classroom teaching language of the novice teacher is smooth, and the expression is not accurate enough, which leads to the poor teaching effect in the classroom, but the language of the expert teacher is concise and accurate; 5 the two teachers do not use much feedback language, motivational language and enlightening language. However, 70% of the students want to be praised or affirmed by the teacher after answering the questions. It is not a simple right or wrong.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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