本文選題：關(guān)鍵性事件　切入點：初中數(shù)學課堂　出處：《上海師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：數(shù)學教學是教師的教和學生的學的共同統(tǒng)一,是一個“雙向”活動過程。通過師生互動、共同實現(xiàn)數(shù)學教學過程是一種基本有效的途徑。此外,初中數(shù)學新課程的理念強調(diào)師生之間的互動,認為課堂教學活動是師生積極參與、交往互動和共同成長的過程。由此可見,初中數(shù)學課堂師生互動的研究對有效提高中學數(shù)學課堂教學有比較重要的意義和價值,因此本文主要研究的是初中數(shù)學課堂關(guān)鍵性事件中的師生互動研究。在研究思路上,研讀了國內(nèi)外師生互動的相關(guān)文獻,對搜集到的文獻資料進行整理、歸納和分析,對師生互動歷來的研究有了一定程度的了解,同時也使筆者對師生互動的理論有了一定的理解。首先明確了論文中的關(guān)鍵詞關(guān)鍵性事件、師生互動、數(shù)學課堂師生互動的含義。其次根據(jù)文獻中課堂師生互動評估系統(tǒng)(CLASS),對其進行改編得到了理論框架。在研究方法上,本文使用了課堂觀察法、課后訪談法和個案研究法,比較充分、全面、客觀的記錄了上海市某中學數(shù)學4位教師關(guān)鍵性事件中課堂師生互動的真實情況。其中兩位是職初教師,兩位是優(yōu)秀教師。在研究問題上,通過觀察發(fā)現(xiàn)有經(jīng)驗教師和職初教師存在的差異具體在哪里,優(yōu)秀的課堂師生互動是如何展開的。根據(jù)各級目標行為對二級目標進行1到4分的賦值評分,可以發(fā)現(xiàn)職初教師與優(yōu)秀教師的差異較為明顯的。優(yōu)秀教師的課堂師生互動是具有一定的特點的:1、創(chuàng)設豐富的課堂情境。2、多樣化的情境展現(xiàn)方式。優(yōu)秀教師會采用情境展示法、實踐體驗法、知識遷移法、循序漸進法來展現(xiàn)情境,不僅能激發(fā)學生的興趣,同時也能更好地師生互動。3、給予學生更多自主探究的機會。通過讓學生操作、實踐,為學生提供“腳手架”,以及提問將知識轉(zhuǎn)化為易于學生理解的內(nèi)容來進行師生互動、生生互動。讓學生處于困惑、憤悱的狀態(tài),引導他學會猜測、推理、檢驗,幫助他學會做決定。4、多樣化的活動表征方式。學生從多方面理解數(shù)學,還能提升師生之間以及生生之間的數(shù)學交流能力。5、肯定鼓勵的反饋方式。優(yōu)秀教師會從積極地角度去肯定每一個學生,提高學生的自信心。還提出了以下幾點教學建議:1、從本質(zhì)上注重師生互動。2、創(chuàng)設民主課堂,營造互動氛圍。3、豐富互動的方式,增加互動的參與主體。4、增加學生在課堂關(guān)鍵性事件中的話語比例。
[Abstract]:Mathematics teaching is the unity of teachers' teaching and students' learning, it is a "two-way" activity process. It is a basic and effective way to realize mathematics teaching process through teacher-student interaction. The concept of the new mathematics curriculum in junior high school emphasizes the interaction between teachers and students, and believes that classroom teaching activities are the process of active participation, interaction and common growth of teachers and students. The research of teacher-student interaction in junior high school mathematics classroom has important meaning and value to improve mathematics classroom teaching in middle school effectively. Therefore, this paper mainly studies the research of teacher-student interaction in the key events of mathematics classroom in junior high school. We have studied the relevant literature on teacher-student interaction at home and abroad, sorted out, summarized and analyzed the literature collected, and have a certain degree of understanding of the historical research on teacher-student interaction. At the same time, it also makes the author have a certain understanding of the theory of teacher-student interaction. The meaning of teacher-student interaction in mathematics classroom. Secondly, according to the classroom teacher-student interaction evaluation system in literature, the theoretical framework is obtained. In the research methods, this paper uses classroom observation method, after-class interview method and case study method. It fully, comprehensively and objectively records the real situation of classroom teacher-student interaction among the four mathematics teachers in a middle school in Shanghai. Among them, two are junior teachers and two are excellent teachers. Through observation, we find out the difference between experienced teachers and junior teachers, how the excellent classroom teacher-student interaction develops. According to the goal behavior at all levels, we assign a score of 1 to 4 points to the secondary goal. It can be found that the difference between teachers and excellent teachers is obvious. The teacher-student interaction of excellent teachers is the one with certain characteristics: 1, creating rich classroom situations. 2, diversified ways of situational presentation. Excellent teachers will adopt situational presentation method. Practice experience method, knowledge transfer method, gradual approach to show the situation, not only can stimulate students' interest, but also can better teacher-student interaction. 3, give students more opportunities to explore autonomously. By allowing students to operate, practice, Provide students with "scaffolding" and ask questions to translate knowledge into content that students can understand to interact with teachers and students and students and students. Let students be confused and grumbling, lead them to learn to guess, reason, and test. Help him learn to make decision. 4, a variety of activity representations. Students understand mathematics in many ways. It can also improve the ability of mathematical communication between teachers and students and between students and students. It also puts forward the following teaching suggestions: 1, paying attention to the interaction between teachers and students in essence, creating democratic classroom, creating interactive atmosphere. 3, enriching the way of interaction. Increase the interactive participants. 4, increase the proportion of students in the key events in the classroom.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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