本文選題：數(shù)學(xué)師范生 + 課堂教學(xué)　； 參考：《四川師范大學(xué)》2012年碩士論文

【摘要】：隨著我國(guó)新的基礎(chǔ)教育數(shù)學(xué)課程的實(shí)施,高師院校數(shù)學(xué)教育改革滯后于基礎(chǔ)教育改革的問(wèn)題日漸突出,特別是在教師教學(xué)實(shí)踐能力訓(xùn)練方面滯后,使得高師院校培養(yǎng)的數(shù)學(xué)師范生不能很好地滿(mǎn)足中學(xué)數(shù)學(xué)教學(xué)需要。近年來(lái),許多高師院校在數(shù)學(xué)教育改革方向做了有益的嘗試,改革的主要方向之一就是加強(qiáng)教師教學(xué)技能的訓(xùn)練,以實(shí)現(xiàn)向培養(yǎng)應(yīng)用型人才的轉(zhuǎn)變,其中各師范高校訓(xùn)練師范生教學(xué)技能最常用也是最重要的方式就是“微格教學(xué)”。但隨著“微格教學(xué)”的開(kāi)設(shè),其在訓(xùn)練師范生教學(xué)技能方面的優(yōu)勢(shì)逐漸得以體現(xiàn)的同時(shí),也出現(xiàn)了一些不容忽視的問(wèn)題,使得師范生教學(xué)能力的培養(yǎng)問(wèn)題雖受到重視,卻沒(méi)有得到有效解決。 本研究綜合采用文獻(xiàn)分析法、問(wèn)卷調(diào)查法、訪(fǎng)談分析法、課堂觀察法等多種科學(xué)研究方法,對(duì)高師微格師生和一線(xiàn)數(shù)學(xué)教學(xué)實(shí)際均進(jìn)行了調(diào)研。調(diào)研發(fā)現(xiàn)高師數(shù)學(xué)“微格教學(xué)”最突出的問(wèn)題是：①?gòu)V大師范生對(duì)數(shù)學(xué)課堂教學(xué)技能的內(nèi)涵理解不足；②目前所訓(xùn)練的教學(xué)技能種類(lèi)太多,訓(xùn)練無(wú)法落實(shí),且不太適合新課程及教師專(zhuān)業(yè)發(fā)展的要求；③數(shù)學(xué)微格訓(xùn)練操作模式不規(guī)范,不太能滿(mǎn)足數(shù)學(xué)師范生技能訓(xùn)練的需要。而通過(guò)調(diào)研發(fā)現(xiàn)新課程下的中學(xué)數(shù)學(xué)課堂,關(guān)注的重點(diǎn)并不在傳統(tǒng)意義的教學(xué)技能上,而是以學(xué)生發(fā)展為目的,關(guān)注課堂教學(xué)設(shè)計(jì)是否合理、新穎、符合數(shù)學(xué)學(xué)科特點(diǎn)；教學(xué)是否符合學(xué)生實(shí)際、是否關(guān)注學(xué)生的全面發(fā)展；關(guān)注課堂教學(xué)實(shí)施中導(dǎo)入、展開(kāi)、結(jié)束的思路是否清晰；是否順應(yīng)學(xué)生的認(rèn)知規(guī)律；是否充分發(fā)揮學(xué)生的主體作用；,媒體技術(shù)運(yùn)用是否實(shí)效、高效；以及說(shuō)課、評(píng)課效果如何等。 可以通過(guò)對(duì)數(shù)學(xué)課堂教學(xué)技能內(nèi)涵的重新界定、對(duì)數(shù)學(xué)課堂教學(xué)技能進(jìn)行重新分類(lèi)以及構(gòu)建合理的微格教學(xué)模式來(lái)改善數(shù)學(xué)“微格教學(xué)”。通過(guò)對(duì)相關(guān)文獻(xiàn)的研究,結(jié)合新課程下中學(xué)數(shù)學(xué)教學(xué)實(shí)際,并聽(tīng)取相關(guān)專(zhuān)家的意見(jiàn),筆者認(rèn)為：可以從基礎(chǔ)前提、屬性歸類(lèi)、實(shí)踐要求三個(gè)方面把數(shù)學(xué)課堂教學(xué)技能界定為：數(shù)學(xué)教師在已有的數(shù)學(xué)知識(shí)、數(shù)學(xué)教學(xué)理論知識(shí)的基礎(chǔ)上,通過(guò)實(shí)踐練習(xí)、反思體悟以及與周?chē)h(huán)境的互動(dòng)而建構(gòu)形成的一系列教學(xué)行為方式和心智活動(dòng)方式整合的實(shí)踐；高師數(shù)學(xué)微格可以考慮訓(xùn)練以下課堂教學(xué)技能：數(shù)學(xué)教學(xué)設(shè)計(jì)技能、數(shù)學(xué)課堂教學(xué)實(shí)施技能(包括導(dǎo)入技能、展開(kāi)技能、結(jié)束技能)、教學(xué)媒體運(yùn)用技能和數(shù)學(xué)課堂教學(xué)研究技能(包括說(shuō)課技能和聽(tīng)評(píng)課技能)四項(xiàng)；而高師院校的數(shù)學(xué)微格教學(xué)訓(xùn)練可按照學(xué)習(xí)觀摩→微格設(shè)計(jì)→角色扮演→反饋→修改再實(shí)踐的模式進(jìn)行。
[Abstract]:With the implementation of the new basic education mathematics course in our country, the reform of mathematics education in normal universities is lagging behind the reform of basic education day by day, especially in the aspect of teachers' practical ability training. As a result, normal college students can not meet the needs of middle school mathematics teaching. In recent years, many normal colleges and universities have made a beneficial attempt in the direction of mathematics education reform. One of the main directions of the reform is to strengthen the training of teachers' teaching skills in order to realize the transformation to the cultivation of applied talents. Among them, microteaching is the most common and important way for normal college students to train their teaching skills. However, with the opening of "microteaching", its advantages in training normal students' teaching skills are gradually reflected, and at the same time, there are some problems that can not be ignored, which makes the cultivation of normal students' teaching ability more and more important. Has not been effectively addressed. In this study, literature analysis, questionnaire survey, interview analysis, classroom observation and other scientific research methods were used to investigate the teaching practice of teachers and students in teachers' colleges. The research found that the most prominent problem of "microteaching" in normal university mathematics is that the majority of normal students at 1 / 1 have insufficient understanding of the connotation of mathematics classroom teaching skills. 2. At present, there are too many kinds of teaching skills to be trained, and the training cannot be carried out. Moreover, it is not suitable for the new curriculum and teachers' professional development. 3. The operation mode of mathematical microtraining is not standard, and it can not meet the needs of mathematics normal students' skill training. Through investigation and research, it is found that the focus of middle school mathematics classroom under the new curriculum is not on the traditional teaching skills, but on the development of students, paying attention to whether the classroom teaching design is reasonable, novel and in line with the characteristics of mathematics. Whether the teaching accords with the students' reality or not, pays attention to the comprehensive development of the students, pays attention to the clear idea of introducing, developing and ending in the implementation of classroom teaching, whether or not it conforms to the students' cognitive laws; Whether to give full play to the main role of students, whether the application of media technology is effective and efficient; By redefining the connotation of mathematics classroom teaching skills, reclassifying the mathematics classroom teaching skills and constructing a reasonable microteaching model, we can improve the mathematics "microteaching". Through the study of relevant literature, combined with the practice of mathematics teaching in middle school under the new curriculum, and listening to the opinions of relevant experts, the author believes that: can be classified from the basic premise, attributes, The practice requires three aspects to define the mathematics classroom teaching skills as: mathematics teachers practice on the basis of the existing mathematical knowledge, mathematics teaching theory knowledge, Reflecting on the practice of integrating a series of teaching behaviors and mental activities formed by reflection and interaction with the surrounding environment, the teachers' mathematics microgrid can consider training the following classroom teaching skills: mathematics teaching design skills, Mathematics classroom teaching implementation skills (including introduction skills, development skills, end skills, teaching media skills and mathematics classroom teaching research skills (including speaking skills and listening and evaluation skills)) four; The teaching and training of mathematics microteaching in normal universities can be carried out according to the model of learning and observing micro design and role playing feedback modification and repractice.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：O1-4;G652.4

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 黃長(zhǎng)虹;課堂教學(xué)技能如何適應(yīng)新課程的教學(xué)[J];中國(guó)科技信息;2005年09期

2 衣麗香;師范生課堂教學(xué)技能微格訓(xùn)練部分替代教育實(shí)習(xí)的實(shí)驗(yàn)研究[J];松遼學(xué)刊(自然科學(xué)版);1999年01期

3 李春燕;熊劍;;在職數(shù)學(xué)教師微格教研實(shí)驗(yàn)研究報(bào)告[J];南昌高專(zhuān)學(xué)報(bào);2009年03期

4 楊婭娜;楊聯(lián)紅;李晴;;《地理課堂教學(xué)技能》課程中滲透科學(xué)發(fā)展觀初探[J];文理導(dǎo)航(中旬);2011年02期

5 魏巖峰;;師范專(zhuān)科學(xué)生課堂教學(xué)技能訓(xùn)練的探索與分析[J];中國(guó)西部科技;2011年03期

6 崔哲洙;蔡文香;;地理師范生課堂教學(xué)技能常見(jiàn)問(wèn)題及訓(xùn)練技巧[J];蘭州教育學(xué)院學(xué)報(bào);2010年05期

7 陳欣;試探生物教學(xué)實(shí)習(xí)中進(jìn)行課堂教學(xué)技能訓(xùn)練[J];寧德師專(zhuān)學(xué)報(bào)(自然科學(xué)版);1999年03期

8 韓冬梅;;課堂教學(xué)基本技能淺議[J];赤峰教育學(xué)院學(xué)報(bào);2003年04期

9 戰(zhàn)珊珊;;數(shù)學(xué)專(zhuān)業(yè)微格訓(xùn)練與實(shí)際課堂教學(xué)之比較[J];白城師范學(xué)院學(xué)報(bào);2008年06期

10 湯志娜;常春艷;;高師數(shù)學(xué)教育實(shí)習(xí)生課堂教學(xué)技能之缺失[J];重慶科技學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2011年08期

相關(guān)會(huì)議論文 前1條

1 時(shí)靜華;;參加教學(xué)競(jìng)賽是提高青年教師課堂教學(xué)技能的有效途徑[A];中國(guó)生理學(xué)會(huì)第十屆全國(guó)生理學(xué)教學(xué)研討會(huì)論文摘要匯編[C];2012年

相關(guān)重要報(bào)紙文章 前10條

1 ;黃草教育科學(xué)發(fā)展惠民眾[N];黔西南日?qǐng)?bào);2009年

2 記者 王海平;全市初中小學(xué)參訓(xùn)教師統(tǒng)考[N];安陽(yáng)日?qǐng)?bào);2008年

3 楊世昌;武定縣加大教師培訓(xùn)力度[N];楚雄日?qǐng)?bào)(漢);2009年

4 龐雪峰;“讓教師人人成為名師”[N];山西日?qǐng)?bào);2004年

5 本報(bào)記者 徐瑞哲;老師負(fù)擔(dān)重 重在教學(xué)外[N];解放日?qǐng)?bào);2010年

6 廣東順德碧桂園學(xué)�！∪~敬之;給閱讀指導(dǎo)一個(gè)名分[N];中國(guó)教育報(bào);2004年

7 本報(bào)首席記者 姜澎;教師教育更擅長(zhǎng)培養(yǎng)教書(shū)匠[N];文匯報(bào);2010年

8 本報(bào)記者 高生君　通訊員 廖錦華 吳小彥;大培訓(xùn)強(qiáng)力推動(dòng)教師素質(zhì)大提升[N];梅州日?qǐng)?bào);2011年

9 徐克年;整體提高語(yǔ)文教師素質(zhì)[N];中國(guó)教育報(bào);2001年

10 尤登華;教育金字塔的堅(jiān)實(shí)基座[N];中國(guó)教育報(bào);2004年

相關(guān)碩士學(xué)位論文 前10條

1 董彥玲;高師院校數(shù)學(xué)教師課堂教學(xué)技能微格訓(xùn)練研究[D];四川師范大學(xué);2012年

2 劉穎;基于視頻標(biāo)識(shí)系統(tǒng)的職前教師課堂教學(xué)技能培養(yǎng)的研究[D];華中師范大學(xué);2012年

3 朱琳瑜;中學(xué)生物學(xué)新教師課堂教學(xué)技能現(xiàn)狀與培養(yǎng)策略研究[D];浙江師范大學(xué);2011年

4 王曦梓;如何提高政治教師的課堂教學(xué)技能[D];河南師范大學(xué);2011年

5 江玉安;影響專(zhuān)科層次師范生課堂教學(xué)技能的學(xué)校因素及對(duì)策研究[D];山東師范大學(xué);2010年

6 覃思;英語(yǔ)專(zhuān)業(yè)師范生微格教學(xué)中的課堂教學(xué)技能現(xiàn)狀研究[D];華中師范大學(xué);2012年

7 由雪;物理師范生課堂教學(xué)技能培養(yǎng)的個(gè)案研究[D];東北師范大學(xué);2012年

8 干常春;促進(jìn)生物學(xué)概念教學(xué)的課堂教學(xué)技能研究[D];華東師范大學(xué);2001年

9 宮賀;基于視頻案例的師范生課堂教學(xué)技能培養(yǎng)模式研究[D];沈陽(yáng)師范大學(xué);2011年

10 吳亞敏;論高師院校歷史專(zhuān)業(yè)師范生課堂教學(xué)技能的培養(yǎng)與提高[D];華中師范大學(xué);2012年

，

本文編號(hào)：1848644