【摘要】：中學數(shù)學作為中學教育的基礎課程,對于學生后續(xù)的課程學習和思維培養(yǎng)具有至關重要的作用。但是,處于固定教學模式下的教師在中學數(shù)學教育過程中,過多地關注數(shù)學知識的傳授,而忽略了數(shù)學與學生其他課程之間的關聯(lián),使學生誤以為數(shù)學的學習與其他課程并無關聯(lián),從而輕視了數(shù)學在整個學習過程中的重要性。學生對于數(shù)學學習的忽視,致使其數(shù)學成績偏低,如此,學生就會從心理上厭倦數(shù)學學習,并最終使得其他課程的學習都受到不同程度的影響。因此,對中學數(shù)學教育進行全面的反思和探索,已經(jīng)成為刻不容緩的問題。數(shù)學是中學課程學習中的基礎性課程,教學實踐已經(jīng)充分證明了數(shù)學課程在整個課程體系中的重要性及其對其他課程的影響。然而,我國數(shù)學教學工作者在長期的教學過程中仍然存在很多不足,尤其是對提高中學生數(shù)學學習興趣還相當薄弱。本文基于前人的研究成果,形成了中學數(shù)學教師日常行為自評量表和學生評價量表,以此作為反思性教學評價量表。通過該量表,對教師實施反思性教學開展情況進行調(diào)查并比較分析,從而找到中學數(shù)學教師在教學活動過程中存在的問題。本文得出的結(jié)論如下:(1)教師教育專長核心特質(zhì)因素體現(xiàn)在教學能力和表現(xiàn)、專業(yè)知識、教學動機、與學生的關系、學習和探索的能力與精神、思維方式和能力、教學理念、對生活的態(tài)度、個人特征、研究能力與成果等方面。(2)中學數(shù)學教師在實施反思性教學后,無論是教師的自評還是學生對教師的評價,都相對較好。(3)影響中學數(shù)學教學反思的因素有:教師的教學任務繁重、學校不重視、教師的教學反思意識欠缺、教師的教學理論不足等。因此,要提高中學數(shù)學教學反思的效果,需要教師正確看待教學反思,不斷提升自身的教育理論水平,同時學校還要為教師的教學反思開展創(chuàng)造有利的條件。
[Abstract]:As the basic course of middle school education, mathematics in middle school plays an important role in the following course learning and thinking cultivation. However, in the course of middle school mathematics education, the teachers in the fixed teaching mode pay too much attention to the teaching of mathematics knowledge, and ignore the relationship between mathematics and other courses of students. Students are mistaken for the fact that mathematics is not related to other courses, thus neglecting the importance of mathematics in the whole learning process. Students' neglect of mathematics learning results in low achievement in mathematics, so students will be tired of learning mathematics psychologically, and eventually other courses will be affected by different degrees of learning. Therefore, the comprehensive reflection and exploration of mathematics education in middle school has become an urgent problem. Mathematics is the basic course in the study of middle school curriculum. Teaching practice has fully proved the importance of mathematics curriculum in the whole curriculum system and its influence on other courses. However, there are still many shortcomings in the long-term teaching of mathematics teaching workers in our country, especially in improving the interest of middle school students in mathematics learning. Based on the previous research results, this paper forms a self-rating scale for daily behavior and a student evaluation scale for mathematics teachers in middle schools, which is used as a reflective teaching evaluation scale. Through this scale, the author makes a survey and comparative analysis on the implementation of reflective teaching by teachers, and finds out the problems existing in the teaching activities of middle school mathematics teachers. The conclusions of this paper are as follows: (1) the core characteristic factors of teacher's education specialty are reflected in teaching ability and performance, professional knowledge, teaching motivation, relationship with students, ability and spirit of study and exploration, mode of thinking and ability, teaching idea, etc. Attitude to life, personal characteristics, research ability and achievements. (2) after implementing reflective teaching, teachers' self-assessment and students' evaluation of teachers, (3) the factors influencing the reflection of mathematics teaching in middle school are: the heavy teaching task of teachers, the lack of teachers' consciousness of teaching reflection, the lack of teachers' teaching theory and so on. Therefore, in order to improve the effect of mathematics teaching reflection in middle school, teachers should treat teaching reflection correctly and constantly improve their own educational theory level. At the same time, the school should create favorable conditions for teachers to carry out teaching reflection.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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