中學數(shù)學課堂小結的現(xiàn)狀研究
發(fā)布時間：2019-03-25 09:17
【摘要】：課堂小結是課堂教學的重要組成部分,是在課堂結束之前教師對知識、技能、思想方法進行歸納小結的教學行為。但是這一環(huán)節(jié)常常受到教師的忽視,研究課堂小結的文章也寥寥無幾。本論文在梳理國內(nèi)外文獻綜述、界定概念后,采用問卷調(diào)查法和案例分析法,對中學數(shù)學課堂小結的現(xiàn)狀展開了研究分析,找出存在問題,分析影響因素,提出可行的教學建議。本論文對教師進行了問卷調(diào)查,收集數(shù)據(jù),整理分析得到結論：1.在中學數(shù)學課堂中,教師大多會設置課堂小結,也認可課堂小結的重要性,認為自己的小結方式有待改進,大多在下課之前進行課堂小結,且時間控制在3分鐘以內(nèi)。2.教師設置課堂小結的目的是學生能夠獲得知識技能、數(shù)學思考方式、問題解決能力、思想方法等,這也是課堂小結的內(nèi)容。3.教師在設計課堂小結時,首先考慮教學內(nèi)容,其次考慮教學目標、學生知識水平等。4.教師認為影響課堂小結效果的有利因素有教學方法、教學內(nèi)容、教學目標、學生,不利因素有時間和學生。5.教師大多偶爾變換課堂小結的形式,喜歡師生共同小結,傾向于歸納總結式的小結方式。調(diào)查結果清楚地呈現(xiàn)了課堂小結的使用概況和教師的主觀意識,以期豐富教學設計的內(nèi)容。本論文通過對教學視頻和相應的教學設計的研究分析,得出結論：教師設置課堂小結時通常以學生為主體,師生共同完成；時長多為3分鐘以內(nèi)；小結的內(nèi)容常與三維目標相對應；小結的類型有歸納總結式、拓展延伸式、啟迪思維式、分析比較式、圖表小結式、交流評價式等,教師可視具體情況選擇合適的小結類型。本論文對當前數(shù)學教學課堂中課堂小結這一環(huán)節(jié)存在的問題進行呈現(xiàn)：課堂小結被忽視、小結方式單調(diào)、小結問題指向不明、小結過程缺乏學生參與。對影響課堂小結的因素——教學內(nèi)容、教學目標、教學方法、學生、時間、傳統(tǒng)教學思維、實踐與理論的偏差進行了詳細闡述。最后本論文對研究結論進行總體呈現(xiàn),并對課堂小結的教學提出了建議。
[Abstract]:Classroom summary is an important part of classroom teaching. It is the teachers' teaching behavior to sum up knowledge, skills and ideological methods before the end of the class. However, this link is often ignored by teachers, and there are very few papers to study the summary of classroom. After combing the literature review at home and abroad and defining the concept, this paper studies and analyzes the present situation of the summary of mathematics classroom in middle school by means of questionnaire survey and case analysis, and finds out the existing problems and analyzes the influencing factors. Put forward feasible teaching suggestions. This paper has conducted a questionnaire survey on teachers, collected data, collated the analysis and got the conclusion: 1. In middle school mathematics class, most teachers will set up class summary, also recognize the importance of classroom summary, think their own summary way needs to be improved, most of the class summary before class, and the time is controlled within 3 minutes. 2. The purpose of teacher setting up classroom summary is that students can acquire knowledge and skills, mathematical thinking mode, problem solving ability, thinking method, etc. This is also the content of classroom summary. When teachers design class summary, they first consider the teaching contents, secondly consider the teaching objectives, students' knowledge level, and so on. 4. Teachers think that the favorable factors that affect the effect of classroom summary are teaching methods, teaching contents, teaching objectives, students, and unfavorable factors such as time and students. 5. Most teachers change the form of summary from time to time, like teachers and students to sum up, tend to sum up the way of summary. The survey results clearly present the general situation of the use of classroom summary and the subjective consciousness of teachers in order to enrich the content of teaching design. Through the research and analysis of teaching video and corresponding teaching design, this paper draws a conclusion: when teachers set up class summary, they usually take students as the main body and teachers and students complete it together, and the duration is less than 3 minutes; The contents of the summary often correspond to the three-dimensional goal, and the types of the summary include induction, extension, enlightenment, analysis and comparison, chart summary, exchange evaluation, and so on. Teachers can choose the appropriate summary type according to the specific situation. This paper presents the problems existing in the classroom summary in the current mathematics teaching class: classroom summary is neglected, the way of summary is monotonous, the problem of summary is not clear, and the process of summary is lack of students' participation. This paper expounds in detail the factors that affect the summary of classroom-teaching contents, teaching objectives, teaching methods, students, time, traditional teaching thinking, the deviation between practice and theory. Finally, this paper presents the research conclusions in general, and puts forward some suggestions for classroom summary teaching.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6
本文編號：2446840
[Abstract]:Classroom summary is an important part of classroom teaching. It is the teachers' teaching behavior to sum up knowledge, skills and ideological methods before the end of the class. However, this link is often ignored by teachers, and there are very few papers to study the summary of classroom. After combing the literature review at home and abroad and defining the concept, this paper studies and analyzes the present situation of the summary of mathematics classroom in middle school by means of questionnaire survey and case analysis, and finds out the existing problems and analyzes the influencing factors. Put forward feasible teaching suggestions. This paper has conducted a questionnaire survey on teachers, collected data, collated the analysis and got the conclusion: 1. In middle school mathematics class, most teachers will set up class summary, also recognize the importance of classroom summary, think their own summary way needs to be improved, most of the class summary before class, and the time is controlled within 3 minutes. 2. The purpose of teacher setting up classroom summary is that students can acquire knowledge and skills, mathematical thinking mode, problem solving ability, thinking method, etc. This is also the content of classroom summary. When teachers design class summary, they first consider the teaching contents, secondly consider the teaching objectives, students' knowledge level, and so on. 4. Teachers think that the favorable factors that affect the effect of classroom summary are teaching methods, teaching contents, teaching objectives, students, and unfavorable factors such as time and students. 5. Most teachers change the form of summary from time to time, like teachers and students to sum up, tend to sum up the way of summary. The survey results clearly present the general situation of the use of classroom summary and the subjective consciousness of teachers in order to enrich the content of teaching design. Through the research and analysis of teaching video and corresponding teaching design, this paper draws a conclusion: when teachers set up class summary, they usually take students as the main body and teachers and students complete it together, and the duration is less than 3 minutes; The contents of the summary often correspond to the three-dimensional goal, and the types of the summary include induction, extension, enlightenment, analysis and comparison, chart summary, exchange evaluation, and so on. Teachers can choose the appropriate summary type according to the specific situation. This paper presents the problems existing in the classroom summary in the current mathematics teaching class: classroom summary is neglected, the way of summary is monotonous, the problem of summary is not clear, and the process of summary is lack of students' participation. This paper expounds in detail the factors that affect the summary of classroom-teaching contents, teaching objectives, teaching methods, students, time, traditional teaching thinking, the deviation between practice and theory. Finally, this paper presents the research conclusions in general, and puts forward some suggestions for classroom summary teaching.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6
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