本文選題：小學數(shù)學教師 + 課堂教學行為　； 參考：《內(nèi)蒙古師范大學》2017年碩士論文

【摘要】：教學行為是教師教學思想理念的具體體現(xiàn),是帶有目的性的社會行為。課堂教學仍然是學校教育的基本途徑,無論是當今我國數(shù)學新課程改革還是在未來的教學改革中,課堂教學行為都是教學研究的重點。本研究以課堂教學行為作為研究對象和內(nèi)容,通過自己的思考和探索,為合理構(gòu)建小學數(shù)學教師的課堂教學行為提供實踐參考。本研究的意義在于:從理論角度看,為進一步改善新城區(qū)小學數(shù)學教師課堂行為提供了理論基礎,并對在職教師專業(yè)化能力培訓有一定的借鑒價值:從實踐角度看,課堂教學行為的研究就是教師對他所從事的教學活動的反思,從而指導教學實踐,也是提高教學質(zhì)量,實現(xiàn)有效教學的關(guān)鍵。本研究在對文獻研究的基礎上,采用了定性和定量的研究方法,對用問卷調(diào)查所收集來的數(shù)據(jù)進行分析研究。本文通過對新城區(qū)小學數(shù)學教師教學行為整體概況分析的調(diào)查研究,以及展開對管理行為、例題講解行為、提問行為、文字呈示行為、理答行為的細化研究,發(fā)現(xiàn)新城區(qū)小學數(shù)學教師的課堂行為存在一定問題。如:提問學生的頻率較高,課堂提問總數(shù)難以控制在有效范圍內(nèi);在課堂管理中有不當教學行為出現(xiàn);教師的理答行為比較保守,不能加深學生對教育活動內(nèi)容的印象,缺乏對學生的引導;重點內(nèi)容及各知識點間的聯(lián)系在板書中沒有呈現(xiàn)等。針對問題的存在,分別選擇性別、教齡、學歷三個維度對教學行為進行差異分析,在五類教學行為中的確存在著以上三個維度對教師教學行為所產(chǎn)生的一定影響作用。其原因主要包括:教師缺乏對專業(yè)理論知識的深入學習、教學理念的更新及教學中運用講述行為的能力;教師提問缺乏有效性;板書使用不合理;教師理答反饋行為和評價方式使用不當。本研究在改進新城區(qū)小學數(shù)學教師課堂教學行為對策分析中,提出了以下五點:第一,提升數(shù)學教師專業(yè)素養(yǎng);第二,加強數(shù)學教師在職培訓:第三,豐富講述方式的組織性和邏輯性;第四,啟發(fā)學生獨立思考,發(fā)展學生的邏輯思維能力;第五,注重理答方式和評價方式的多樣化選擇。通過教學行為的研究,觀測課堂教學全過程的同時,借助這個重要窗口,還能探尋出復雜現(xiàn)象背后隱藏的真正意向,以此來溝通教師與學生之間的一種特殊關(guān)系,而數(shù)學學科的嚴密邏輯性,將這種關(guān)系連接得更加緊密。因此研究數(shù)學教師的課堂教學行為,為提升有效教學效果,促進學生學習能力的改善,與學生一同分享教育成果的過程日益凸顯了其重要的價值。
[Abstract]:Teaching behavior is the concrete embodiment of teachers' teaching ideology and social behavior with purpose.Classroom teaching is still the basic way of school education. Classroom teaching behavior is the focus of teaching research both in the new curriculum reform of mathematics in our country and in the future teaching reform.This research takes classroom teaching behavior as the research object and content, through own reflection and exploration, provides the practical reference for the reasonable construction of the classroom teaching behavior of primary school mathematics teachers.The significance of this study lies in: from a theoretical point of view, it provides a theoretical basis for further improving the classroom behavior of primary school mathematics teachers in Xincheng District, and has a certain reference value for in-service teachers' professional ability training: from a practical point of view,The study of classroom teaching behavior is not only the reflection of the teacher's teaching activities, but also the key to improve the teaching quality and realize the effective teaching.On the basis of literature research, this study adopts qualitative and quantitative research methods to analyze the data collected by questionnaire.Through the investigation and research on the general situation of teaching behavior of primary school mathematics teachers in Xincheng District, and the detailed research on management behavior, illustrative behavior, questioning behavior, text presentation behavior, and answering behavior, the paper makes a detailed study on the management behavior, the explaining behavior, the questioning behavior, the text presentation behavior, and the answering behavior.It is found that there are some problems in the classroom behavior of primary school mathematics teachers in Xincheng District.For example: the frequency of questioning students is high, the total number of classroom questions is difficult to control in an effective range; there are improper teaching behaviors in classroom management; teachers' rational and answer behavior is conservative and cannot deepen the students' impression of the content of educational activities.Lack of guidance to the students, key content and the relationship between the knowledge points are not presented in the blackboard.In view of the existence of the problem, the author analyzes the differences of teaching behavior in three dimensions of gender, teaching age and education respectively, and there is a certain effect of the above three dimensions on the teaching behavior of teachers in the five kinds of teaching behaviors.The main reasons include: teachers lack of in-depth study of professional theoretical knowledge, the renewal of teaching concepts and the ability to use narrative behavior in teaching, the lack of effectiveness of teachers' questioning, the unreasonable use of blackboard;Teachers' feedback behavior and evaluation methods are not properly used.In the analysis of the countermeasures to improve the classroom teaching behavior of primary school mathematics teachers in Xincheng District, this study puts forward the following five points: first, to enhance the professional quality of mathematics teachers; second, to strengthen the in-service training of mathematics teachers; third,It enriches the organization and logic of narration; fourth, enlightens students to think independently and develops students' logical thinking ability; fifthly, pays attention to the diversified choice of the ways of answering and evaluating.Through the research of teaching behavior, observing the whole process of classroom teaching, at the same time, with the help of this important window, we can also find out the real intention hidden behind the complex phenomenon, so as to communicate a special relationship between teachers and students.And the rigorous logic of mathematics subject, this kind of relation is connected more closely.Therefore, the study of mathematics teachers' classroom teaching behavior, in order to improve the effective teaching effect and improve the students' learning ability, the process of sharing the educational achievements with the students has increasingly highlighted its important value.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5

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