本文選題：小學(xué)數(shù)學(xué) + 教學(xué)智慧��； 參考：《蘇州大學(xué)》2015年碩士論文

【摘要】：教學(xué)智慧的研究由來己久,但至今,有關(guān)教育智慧的深層次研究,特別是對教育活動(dòng)的核心問題——教學(xué)智慧研究,卻為數(shù)不多.即便有所涉及,似乎多半只是一些外延式、描述式的研究.目前關(guān)于教學(xué)智慧的研究基本形成了“課前預(yù)設(shè)”和“課堂機(jī)智”為核心的理論框架.但在理論層面,對一般意義上的教學(xué)智慧理論研究較多,但多以靜態(tài)的視角進(jìn)行分析.但針對小學(xué)數(shù)學(xué)教師這一特殊人群的教學(xué)智慧的內(nèi)涵與特征的研究還比較少,且對教學(xué)智慧生成的動(dòng)力也很少研究,這方面的成果還有待于進(jìn)一步的深化.本研究主要試圖解決兩個(gè)問題,一是教師的教學(xué)智慧主要是什么能力驅(qū)動(dòng)的,二是在小學(xué)數(shù)學(xué)教學(xué)這一特殊語境下,將一線教師的教學(xué)智慧的體會(huì)提升到理論的高度去分析.本研究選擇了十位小學(xué)數(shù)學(xué)教師作為研究對象,分析一線教師的關(guān)于教學(xué)智慧的論點(diǎn)中所隱含的生成因素.通過系統(tǒng)地研究教學(xué)智慧的生成過程和動(dòng)因,得到了一個(gè)智慧形成的邏輯發(fā)展模式圖.本文認(rèn)為,教學(xué)智慧的形成有基礎(chǔ)(個(gè)人基礎(chǔ)和社會(huì)基礎(chǔ))、動(dòng)因(創(chuàng)造性思維和教學(xué)反思)、素養(yǎng)(心理素養(yǎng)和專業(yè)素養(yǎng))三個(gè)方面的因素.教學(xué)智慧本身包括課前設(shè)計(jì)智謀和現(xiàn)場調(diào)適機(jī)智,所以有效發(fā)展教學(xué)智慧必須在三類生成原因或教學(xué)智慧本身上直接作用.本文還提出了“偽教學(xué)智慧”的概念,更有效地表明了智慧的內(nèi)涵;本文還在一般教學(xué)智慧研究的基礎(chǔ)上探討了局限于小學(xué)數(shù)學(xué)教學(xué)范圍內(nèi)的教學(xué)智慧,并提煉出“吃透教材”和“熟悉學(xué)生”為產(chǎn)生教學(xué)智慧的直接途徑;最后以專家型教師張齊華和嚴(yán)育洪的理論與實(shí)踐為個(gè)案進(jìn)行個(gè)案研究,一方面證實(shí)了本文的“模式”,另一方面獲得“智慧教育”和“文化涵養(yǎng)”方面的補(bǔ)充.綜合教學(xué)智慧的形成原因和小學(xué)數(shù)學(xué)教學(xué)智慧的內(nèi)涵,本文列出了幾點(diǎn)可操作的教學(xué)智慧發(fā)展策略:1.發(fā)展綜合文化修養(yǎng).2.發(fā)展學(xué)科教學(xué)知識(shí).3.教學(xué)反思.4.爭取同行幫助.
[Abstract]:The study of teaching wisdom has a long history, but up to now, there are few researches on educational wisdom, especially on the core problem of educational activities, that is, teaching wisdom. Even if it does, it seems to be more than a few epitaxial, descriptive studies. At present, the research on teaching wisdom has basically formed the theoretical framework of "presupposition before class" and "classroom wit". But on the theoretical level, there are more researches on the theory of teaching wisdom in general sense, but most of them are analyzed from the static angle of view. However, there are few researches on the connotation and characteristics of teaching wisdom for this special group of primary school mathematics teachers, and there is little research on the motive force of the generation of teaching wisdom, and the achievements in this respect need to be further deepened. This research mainly tries to solve two problems, one is what ability is driven by teachers' teaching wisdom, the other is how to improve the teaching wisdom of teachers to the theoretical level in the special context of primary school mathematics teaching. In this study, ten primary school mathematics teachers were chosen as the research objects to analyze the underlying factors in the first-line teachers' argument on teaching wisdom. By studying systematically the forming process and motivation of teaching wisdom, a logical development pattern of wisdom formation is obtained. This paper holds that the formation of teaching wisdom is based on three factors: personal foundation and social foundation, motivation (creative thinking and teaching reflection), and accomplishment (psychological literacy and professional accomplishment). Teaching wisdom itself includes pre-class design wisdom and on-the-spot adjustment wit, so the effective development of teaching wisdom must play a direct role in three kinds of reasons or teaching wisdom itself. This paper also puts forward the concept of "pseudo-teaching wisdom", which shows the connotation of wisdom more effectively, and discusses the teaching wisdom confined to the scope of mathematics teaching in primary school on the basis of the research of general teaching wisdom. Finally, taking the theory and practice of expert teachers Zhang Qihua and Yan Yuhong as case studies, this paper proves the "model" of this paper. On the other hand, to obtain the "wisdom education" and "cultural self-cultivation." Based on the reasons of the formation of teaching wisdom and the connotation of elementary school mathematics teaching wisdom, this paper lists several operable strategies of teaching wisdom development: 1. Develop comprehensive cultural accomplishment. Development of subject teaching knowledge. Teaching reflection. Ask for help from your peers.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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