本文關(guān)鍵詞：教師教育中基于案例教學(xué)法的數(shù)學(xué)教學(xué)案例的建構(gòu)　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：教學(xué)案例是溝通教學(xué)理論與實(shí)踐的載體,優(yōu)質(zhì)的教學(xué)案例是開展案例教學(xué)的重要工具。近年來(lái),關(guān)于教學(xué)案例的建構(gòu)已經(jīng)從最初的法律、醫(yī)學(xué)、管理領(lǐng)域到現(xiàn)在的教師教育領(lǐng)域。具體到數(shù)學(xué)教師教育領(lǐng)域,2016年召開了全國(guó)教育碩士專業(yè)學(xué)位學(xué)科教學(xué)(數(shù)學(xué))專業(yè)教學(xué)案例編寫研討會(huì),會(huì)上提出了建設(shè)數(shù)學(xué)教學(xué)案例庫(kù)的方案。那么建構(gòu)數(shù)學(xué)教學(xué)案例的現(xiàn)狀如何?如何建構(gòu)數(shù)學(xué)教學(xué)案例?采用案例教學(xué)法對(duì)所建構(gòu)的案例進(jìn)行實(shí)踐教學(xué)檢驗(yàn),效果怎樣?針對(duì)上述問題,本文作者首先對(duì)范例教學(xué)、知識(shí)分類、信息加工、情境認(rèn)知等案例教學(xué)理論以及數(shù)學(xué)教師教育的培養(yǎng)目標(biāo)進(jìn)行了探討,同時(shí)從認(rèn)知和操作層面對(duì)一線中小學(xué)數(shù)學(xué)教師進(jìn)行調(diào)查,初步了解其建構(gòu)數(shù)學(xué)教學(xué)案例的現(xiàn)狀,形成數(shù)學(xué)教學(xué)案例建構(gòu)的理論基礎(chǔ)和現(xiàn)實(shí)依據(jù)。在此基礎(chǔ)上,參考比較成熟的管理教育案例的建構(gòu)方法,提出數(shù)學(xué)教學(xué)案例的建構(gòu)流程及方法,并建構(gòu)了教學(xué)內(nèi)容設(shè)計(jì)類和教學(xué)活動(dòng)類案例。最后對(duì)案例1進(jìn)行實(shí)踐檢驗(yàn),將上海市某高校數(shù)學(xué)師范專業(yè)的兩個(gè)班級(jí)作為“實(shí)驗(yàn)班”和“對(duì)照班”,分別開展案例教學(xué)和傳統(tǒng)教學(xué)。通過問卷調(diào)查、測(cè)試和訪談等手段,從學(xué)生的課堂體驗(yàn)和知識(shí)掌握兩個(gè)維度對(duì)案例1進(jìn)行評(píng)價(jià)。通過研究得到以下結(jié)論:(1)一線數(shù)學(xué)教師在建構(gòu)案例過程中存在理論缺乏等問題,需要通過明確案例建構(gòu)的流程及方法、規(guī)范案例庫(kù)建設(shè)等措施促進(jìn)案例編寫;(2)數(shù)學(xué)教學(xué)案例的建構(gòu)流程:(1)確定主題,擬定計(jì)劃;(2)學(xué)校調(diào)研,搜集資料;(3)素材加工,構(gòu)思寫作;(4)形成正文,撰寫說明;(3)“對(duì)照班”和“實(shí)驗(yàn)班”在“引起注意”、“信心”、“相關(guān)性”、“滿足感”這四個(gè)評(píng)價(jià)面向存在顯著差異,且“實(shí)驗(yàn)班”學(xué)生對(duì)課堂體驗(yàn)的評(píng)價(jià)更高。說明本文所提出的方法有利于建構(gòu)出課堂體驗(yàn)更優(yōu)的數(shù)學(xué)教學(xué)案例;(4)“對(duì)照班”和“實(shí)驗(yàn)班”關(guān)于具體授課內(nèi)容的檢測(cè)數(shù)據(jù)存在顯著差異,且“實(shí)驗(yàn)班”學(xué)生成績(jī)更好。說明所建構(gòu)的數(shù)學(xué)教學(xué)案例有利于掌握教育教學(xué)的理論知識(shí)。數(shù)學(xué)教學(xué)案例能幫助學(xué)生獲得更理想的課堂體驗(yàn),更有利于知識(shí)的掌握,應(yīng)該加強(qiáng)和規(guī)范數(shù)學(xué)教學(xué)案例庫(kù)的建設(shè)。期望本研究所提出的建構(gòu)流程和方法對(duì)完善數(shù)學(xué)教學(xué)案例理論、指導(dǎo)實(shí)踐方面有所幫助。
[Abstract]:Teaching case is the carrier of teaching theory and practice, high quality teaching case is an important tool to carry out case teaching. In recent years, the construction of teaching case has been from the initial law, medicine. From the field of management to the present field of teacher education, in 2016, a national seminar on case writing of teaching cases for subjects teaching (mathematics) of master degree in education was held. At the meeting, we put forward the plan of constructing the case bank of mathematics teaching. What is the present situation of constructing the case of mathematics teaching? How to construct mathematics teaching cases? What is the effect of using the case teaching method to test the practical teaching of the constructed cases? Aiming at the above problems, the author first discusses the case teaching theory, such as example teaching, knowledge classification, information processing, situational cognition, and the training objectives of mathematics teachers' education. At the same time, from the cognitive and operational level of primary and secondary school mathematics teachers to investigate, preliminary understanding of its construction of mathematical teaching cases, the formation of mathematical teaching case construction theoretical basis and practical basis. On this basis. Referring to the more mature construction method of management education case, this paper puts forward the construction process and method of mathematics teaching case, and constructs the case of teaching content design and teaching activity. Finally, case 1 is tested by practice. The two classes of mathematics teachers' major in a certain university in Shanghai are regarded as "experimental class" and "control class", respectively, and case teaching and traditional teaching are carried out, respectively, by means of questionnaire, test and interview. Case 1 is evaluated from the two dimensions of students' classroom experience and knowledge mastery. The following conclusions are drawn: 1) the first-line mathematics teachers are lack of theory in the process of constructing cases. It is necessary to make clear the process and method of case construction and standardize the construction of case base. (2) the construction process of mathematics teaching case: 1) to determine the subject and draw up the plan; (2) School research and data collection; (3) material processing and writing; 4) forming the text and writing notes; (3) there were significant differences between "control class" and "experimental class" in "attention, confidence", "relevance" and "satisfaction". Moreover, the students in the "experimental class" have higher evaluation of the classroom experience, which shows that the method proposed in this paper is conducive to the construction of mathematics teaching cases with better classroom experience. (4) there were significant differences between the "control class" and "experimental class" about the specific teaching content of the test data. And "experimental class" students have better results. It shows that the mathematical teaching case is conducive to grasp the theoretical knowledge of education and teaching. Mathematical teaching cases can help students to obtain more ideal classroom experience. It is more beneficial to master knowledge and should strengthen and standardize the construction of case bank of mathematics teaching. It is expected that the construction process and method proposed by this study will be helpful in perfecting the theory of mathematical teaching case and guiding the practice.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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