本文關(guān)鍵詞：中學(xué)數(shù)學(xué)教師課堂教學(xué)機(jī)智評(píng)價(jià)與實(shí)施　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：所謂教學(xué)機(jī)智,就是指教師在一定的教學(xué)情境中,面臨復(fù)雜的教學(xué)情況而表現(xiàn)出的一種迅速、準(zhǔn)確的具有教育意義的創(chuàng)造性行動(dòng)的能力。中學(xué)數(shù)學(xué)課堂作為一個(gè)教師與數(shù)十名學(xué)生互動(dòng)的復(fù)雜情景常面臨著許多突發(fā)狀況,教師引發(fā)教學(xué)機(jī)智,運(yùn)用適當(dāng)?shù)姆椒▽⒄n堂突發(fā)狀況這種無關(guān)事件引入到教學(xué)計(jì)劃中,保障課堂教學(xué)行為繼續(xù)順利進(jìn)行下去,不僅體現(xiàn)了一個(gè)教師的教學(xué)水平,而且是實(shí)現(xiàn)優(yōu)質(zhì)教學(xué)的重要條件。為了促進(jìn)教師課堂教學(xué)機(jī)智的發(fā)展,了解中學(xué)數(shù)學(xué)教師課堂教學(xué)機(jī)智的影響因素,從而提出提升教師課堂教學(xué)機(jī)智發(fā)展的建議,使教師在課堂中更好的實(shí)現(xiàn)優(yōu)質(zhì)教學(xué),本文主要從以下六個(gè)部分展開研究。第一部分引言,主要討論了問題提出的背景意義,綜合論述了國(guó)內(nèi)外關(guān)于教學(xué)機(jī)智研究的現(xiàn)狀以及研究的思路和方法�，F(xiàn)有的文獻(xiàn)理論研究非常豐富,但缺乏實(shí)證性研究。第二部分在系統(tǒng)的闡述教學(xué)機(jī)智的概念以及教學(xué)機(jī)智分類的基礎(chǔ)上,對(duì)國(guó)內(nèi)外學(xué)者關(guān)于教學(xué)機(jī)智的影響因素和發(fā)展途徑的研究進(jìn)行了對(duì)比。本文在繼承了已有研究對(duì)教學(xué)機(jī)智定義的基礎(chǔ)上,將教師的教學(xué)機(jī)智的內(nèi)涵進(jìn)行了深度剖析。第三部分是教學(xué)機(jī)智評(píng)價(jià)量表的開發(fā)。通過文獻(xiàn)歸納法和問卷調(diào)查法相結(jié)合的方式,確定了評(píng)價(jià)指標(biāo)、評(píng)價(jià)標(biāo)準(zhǔn)以及各指標(biāo)的權(quán)重,進(jìn)而生成教學(xué)機(jī)智評(píng)價(jià)量表。第四部分是對(duì)中學(xué)數(shù)學(xué)教師教學(xué)機(jī)智評(píng)價(jià)的實(shí)施。選取觀察對(duì)象,制作課堂觀察表,并實(shí)施課堂觀察。根據(jù)課堂觀察收集的數(shù)據(jù)填制教學(xué)機(jī)智評(píng)價(jià)量表,然后對(duì)被測(cè)教師以訪談的方式繼續(xù)追溯他們對(duì)教學(xué)機(jī)智的理解,進(jìn)而分析教師們教學(xué)機(jī)智水平參差不齊的原因,歸納出教學(xué)機(jī)智的影響因素主要有：課前的教學(xué)準(zhǔn)備和課后的教學(xué)反思、教師的綜合素質(zhì)、班級(jí)的課堂氛圍、教師的教學(xué)機(jī)智觀以及教學(xué)經(jīng)驗(yàn)的累積。第五部分提出了促進(jìn)中學(xué)數(shù)學(xué)教師課堂教學(xué)機(jī)智發(fā)展的五點(diǎn)建議：樹立正確的教學(xué)機(jī)智觀、注重教學(xué)經(jīng)驗(yàn)的累積及課前準(zhǔn)備和課后反思、不斷擴(kuò)展自身知識(shí)容量、建立良好的班級(jí)課堂氛圍、提高自身的師德修養(yǎng)。最后是研究結(jié)論、研究不足和展望。本文的創(chuàng)新之處在于,編制了一套切實(shí)可行的教學(xué)機(jī)智評(píng)價(jià)量表,并有意識(shí)的選取了若干組課堂表現(xiàn)有一定差異的教師群體,通過剖析兩者間的不同,找到影響教師課堂教學(xué)機(jī)智水平的原因,希望引起教師們對(duì)教學(xué)機(jī)智的更多重視。
[Abstract]:The so-called teaching wit refers to the teacher in a certain teaching situation, in the face of complex teaching situation and show a rapid. High school mathematics classroom as a teacher and dozens of students interaction of the complex situation often faces many unexpected situations, teachers lead to teaching wit. Using appropriate methods to introduce this kind of unrelated events into the teaching plan to ensure that the classroom teaching behavior continues smoothly, not only reflects the teaching level of a teacher. In order to promote the development of teachers' classroom teaching tact, to understand the influence factors of middle school mathematics teachers' classroom teaching tact. In order to improve teachers' classroom teaching tact development suggestions, so that teachers in the classroom to achieve better quality teaching, this paper mainly from the following six parts of the study. The first part of the introduction. This paper mainly discusses the background significance of the question, and comprehensively discusses the present situation of the research on teaching wit at home and abroad, as well as the research ideas and methods. The existing literature theory research is very rich. But lack of empirical research. The second part is based on the systematic elaboration of the concept of teaching wit and the classification of teaching wit. This paper compares the research of influencing factors and developing ways of teaching wits at home and abroad. This paper inherits the existing research on the definition of teaching tact. The third part is the development of teaching wit evaluation scale. Through the combination of literature induction and questionnaire survey, the evaluation index is determined. The evaluation standard and the weight of each index, and then generate the teaching wit evaluation scale. 4th part is the implementation of the middle school mathematics teachers teaching tact evaluation. Select the observation object, make the classroom observation table. According to the data collected from classroom observation, the evaluation scale of teaching wit was completed, and then the teachers were interviewed to continue to trace their understanding of teaching wit. Then it analyzes the causes of teachers' uneven level of teaching wit, and concludes that the influencing factors of teaching wits are: the preparation before and after class, the comprehensive quality of teachers, the classroom atmosphere of the class. Part 5th puts forward five suggestions to promote the development of middle school mathematics teachers' classroom teaching wit: to set up a correct concept of teaching wit. Pay attention to the accumulation of teaching experience, pre-class preparation and after-class reflection, constantly expand their knowledge capacity, establish a good classroom atmosphere, improve their own teachers' moral accomplishment. Finally, the conclusion of the study. The innovation of this paper is to compile a set of practical evaluation scale of teaching wit and consciously select a number of groups of teachers with different classroom performance. By analyzing the differences between the two, the author finds out the reasons that affect the teachers' classroom teaching wit, and hopes to arouse teachers' more attention to the teaching wits.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 吳榮山;課堂出彩與教師教學(xué)機(jī)智[J];上海教育科研;2005年02期

2 趙正銘;略論課堂教學(xué)機(jī)智[J];中國(guó)教育學(xué)刊;2002年03期

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本文編號(hào)：1430600