本文選題：高中數(shù)學(xué) + 課堂教學(xué)��； 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)課堂教學(xué)一直是數(shù)學(xué)教育理論研究的重要領(lǐng)域,它是由各種數(shù)學(xué)活動(dòng)組成的,而數(shù)學(xué)課堂教學(xué)行為又是組成數(shù)學(xué)活動(dòng)的基本單位,由各種數(shù)學(xué)教學(xué)行為相互聯(lián)系,彼此配合組成了一個(gè)有機(jī)整體從而形成一堂完整的數(shù)學(xué)課。因此,數(shù)學(xué)課堂教學(xué)行為的作用對(duì)一堂課的影響巨大。通過(guò)查閱相關(guān)文獻(xiàn)發(fā)現(xiàn)如今的數(shù)學(xué)課堂教學(xué)中,教師的教學(xué)行為比較隨意,被經(jīng)驗(yàn)和習(xí)慣性行為所控制,導(dǎo)致學(xué)生的學(xué)習(xí)比較被動(dòng),嚴(yán)重影響了課堂教學(xué)質(zhì)量。因此,對(duì)高中數(shù)學(xué)課堂教學(xué)行為的分析與優(yōu)化既是一個(gè)理論問(wèn)題,又是一個(gè)現(xiàn)實(shí)問(wèn)題,值得我們進(jìn)行深入分析和研究。本文在理論的基礎(chǔ)上,對(duì)高中數(shù)學(xué)課堂教學(xué)行為進(jìn)行了全面系統(tǒng)的分析與研究。首先,在理論的基礎(chǔ)上,論述了對(duì)教學(xué)行為進(jìn)行分項(xiàng)研究的必要性以及研究四種教學(xué)行為的重要性;其次,對(duì)四種行為的概念、特征及類型進(jìn)行具體分析,建構(gòu)高中數(shù)學(xué)課堂教學(xué)行為分析框架;再次,通過(guò)問(wèn)卷調(diào)查和訪談的方法對(duì)教師的講述和導(dǎo)入行為進(jìn)行研究。講述行為側(cè)重對(duì)教師講述語(yǔ)言的清晰性、科學(xué)性及感染力等方面的考察;導(dǎo)入行為側(cè)重對(duì)教師常用導(dǎo)入方式和學(xué)生喜歡的導(dǎo)入方式的一致性上的考察;通過(guò)課堂觀察,利用記號(hào)體系分析方法對(duì)課堂中的提問(wèn)行為和反饋行為進(jìn)行研究,側(cè)重于對(duì)教師提問(wèn)的問(wèn)題類型及反饋類型的確定。最后,針對(duì)研究的結(jié)果提出優(yōu)化策略。通過(guò)問(wèn)卷調(diào)查、課堂觀察和師生訪談等方法,研究教學(xué)行為的現(xiàn)狀,發(fā)現(xiàn)當(dāng)前數(shù)學(xué)教師在四種教學(xué)行為上存在的問(wèn)題主要有:1.數(shù)學(xué)教師的講述行為在講述語(yǔ)言的清晰性和感染力上有待提高;2.導(dǎo)入行為中教師常用的導(dǎo)入行為與學(xué)生喜歡的導(dǎo)入行為不一致,不能充分激發(fā)學(xué)生的學(xué)習(xí)興趣;3.提問(wèn)行為中提問(wèn)的問(wèn)題類型偏簡(jiǎn)單,提問(wèn)方式?jīng)]有面向全體學(xué)生;4.反饋行為中反饋的方式太直接,沒(méi)有充分利用學(xué)生的智慧。在數(shù)學(xué)教學(xué)過(guò)程中,教學(xué)行為必須在一定策略指導(dǎo)下進(jìn)行優(yōu)化,只有這樣才能提升其有效性,進(jìn)而提高教學(xué)質(zhì)量。本文針對(duì)研究所得到的結(jié)果,提出了以下優(yōu)化策略:1.樹(shù)立正確的教師信念,促進(jìn)信念向行為轉(zhuǎn)化;2.促進(jìn)教師行為態(tài)度的改變,做行為優(yōu)化的催化劑;3.提高教師的知識(shí)素養(yǎng),打好行為優(yōu)化的基礎(chǔ);4.四種具體教學(xué)行為的優(yōu)化策略,具體包括:(1)講述行為的優(yōu)化策略包括:注意對(duì)學(xué)習(xí)策略、學(xué)習(xí)方法的講授,提高學(xué)生學(xué)習(xí)能力;提高教師講授的熱情度,生動(dòng)而熱情地講授;聯(lián)系學(xué)生生活實(shí)際,重視知識(shí)的應(yīng)用教學(xué)。(2)導(dǎo)入行為的優(yōu)化策略包括:加強(qiáng)新知與舊知間的聯(lián)系,激發(fā)學(xué)生認(rèn)知沖突;創(chuàng)設(shè)高質(zhì)量問(wèn)題情境,引領(lǐng)學(xué)生主動(dòng)學(xué)習(xí)新知;提升教師數(shù)學(xué)文化素養(yǎng),關(guān)注學(xué)生情感體驗(yàn)。(3)提問(wèn)行為的優(yōu)化策略包括:提高教師專業(yè)知識(shí)素養(yǎng),提出高水平問(wèn)題;調(diào)動(dòng)學(xué)生積極性,教學(xué)面向全體學(xué)生。(4)反饋行為的優(yōu)化策略包括反饋要具體,注意運(yùn)用學(xué)生的智慧。
[Abstract]:Mathematics classroom teaching has always been an important field of mathematical education theory research. It is composed of various mathematical activities. And mathematics classroom teaching behavior is the basic unit of mathematical activities. It is linked by various mathematical teaching behaviors and forms an organic whole so as to form a complete mathematics lesson. The role of teaching behavior in classroom teaching has a great impact on a class. Through consulting relevant literature, it is found that in today's mathematics classroom teaching, teachers' teaching behavior is more random and controlled by experience and habitual behavior, resulting in students' learning more passively and seriously affecting the quality of classroom teaching. Therefore, the classroom teaching behavior of high school mathematics is carried out. The analysis and optimization is not only a theoretical and a practical problem, but also worthy of our in-depth analysis and research. On the basis of the theory, this paper makes a comprehensive and systematic analysis and Research on the classroom teaching behavior of high school mathematics. First, the necessity of the study of teaching behavior is discussed on the basis of theory. The importance of the study of the four kinds of teaching behavior is studied. Secondly, the concept, characteristics and types of the four kinds of behavior are analyzed in detail, and the analysis framework of the classroom teaching behavior in high school mathematics is constructed. The study of sex and infectious force, the introduction behavior focuses on the consistency of the teachers' common introduction and the students' favorite introduction. Through the classroom observation, we use the notation system analysis method to study the questioning behavior and feedback behavior in the classroom, and focus on the type of questions and the type of feedback on Teachers' questions. Finally, the optimization strategy is put forward in view of the results of the study. Through the questionnaire survey, classroom observation and interview with teachers and students, the present situation of teaching behavior is studied. The main problems of the four kinds of teaching behavior in the current mathematics teachers are as follows: 1. the narration behavior of the mathematics teachers should be improved in the clarity and infectivity of the spoken language; 2. The teachers' commonly used introduction behavior is not consistent with the students' favorite introduction behavior, which can not fully arouse the students' interest in learning. 3. the question type of questions in the questioning behavior is simple and the way of asking questions is not for all students; the way of feedback in the 4. feedback behavior is too direct and does not make full use of the wisdom of the students. In the course of the course, teaching behavior must be optimized under the guidance of certain strategies. Only in this way can it improve its effectiveness and improve the quality of teaching. In this paper, the following optimization strategies are put forward in the light of the results obtained by the research: 1. set up the correct belief of teachers, promote the conversion of faith to behavior, and 2. to promote the change of teachers' behavior and attitude, and to optimize the behavior. 3. to improve the knowledge of teachers and to make a good foundation for the optimization of behavior; 4. the optimization strategies of four specific teaching behaviors, including: (1) the optimization strategies of the behavior include: paying attention to the teaching of learning strategies, learning methods, improving students' learning ability, improving the enthusiasm of teachers teaching, teaching vividly and enthusiastically; contact study. (2) the optimization strategies of the introduction behavior include: strengthening the connection between the new knowledge and the old knowledge, stimulating the students' cognitive conflict, creating the high quality problem situation, leading the students to learn the new knowledge actively, improving the teachers' literacy of mathematics, and paying attention to the emotional experience of the students. (3) the optimization strategy of the questioning behavior includes: raising the questioning behavior Teachers' professional knowledge and knowledge, put forward high level problems, mobilize the enthusiasm of students, teaching to all students. (4) feedback behavior optimization strategies include feedback to be specific, pay attention to the use of the wisdom of the students.

【學(xué)位授予單位】：魯東大學(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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本文編號(hào)：1828816