本文選題：新任教師 + 數(shù)學(xué)課堂��； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：初任教師教學(xué)言語水平的提升對教師專業(yè)化發(fā)展有著重要的價(jià)值,本研究以新任數(shù)學(xué)教師為研究對象,針對其課堂教學(xué)言語發(fā)展遭遇的問題進(jìn)行研究,旨在探究新任數(shù)學(xué)教師在具體教學(xué)情境下教學(xué)言語發(fā)展的一般規(guī)律和基本路徑,努力實(shí)現(xiàn)本研究對新任數(shù)學(xué)教師專業(yè)發(fā)展的參考價(jià)值。論文的第一部分主要闡述了不同視域下的課堂教學(xué)言語結(jié)構(gòu)。論文首先對基于"人—物"關(guān)系的課堂教學(xué)言語結(jié)構(gòu)存在的問題進(jìn)行了剖析;然后論述了建構(gòu)基于"人—人"關(guān)系的課堂教學(xué)言語結(jié)構(gòu)的必要性,并以該言語結(jié)構(gòu)作為論文分析新任數(shù)學(xué)教師課堂教學(xué)言語的框架和標(biāo)準(zhǔn)。本研究認(rèn)為基于"人—人"關(guān)系的課堂教學(xué)言語分為結(jié)構(gòu)性語言和語用性言語。所謂結(jié)構(gòu)性語言,是指教學(xué)言語雖變動(dòng)不居但有其相對確定的內(nèi)在規(guī)律,需要教師認(rèn)知和把握;所謂語用性言語,是指教學(xué)言語雖有相對確定性的規(guī)律和標(biāo)準(zhǔn),但教師言說中又有不確定的具有個(gè)人各不同的風(fēng)格與智慧,需要教師歷練和提升。論文的第二部分主要論述了新任數(shù)學(xué)教師課堂教學(xué)言語能力發(fā)展的意義和價(jià)值,主要體現(xiàn)在兩個(gè)方面:一是對數(shù)學(xué)教師職業(yè)發(fā)展的意義;二是對學(xué)生生命發(fā)展的意義。新任數(shù)學(xué)教師課堂教學(xué)言語尺度的教育訴求和教學(xué)言語的內(nèi)在規(guī)定都需要教師盡快提升言語能力;學(xué)生的生命發(fā)展和思維發(fā)展都對新任數(shù)學(xué)教師言語能力提升提出了要求。論文的第三部分主要闡述了新任數(shù)學(xué)教師課堂教學(xué)言語發(fā)展的階段和路徑。論文通過對近百余節(jié)課的大量觀察和幾位新任數(shù)學(xué)教師長達(dá)一年跟蹤觀察的典型個(gè)案研究,歸納概括出新任數(shù)學(xué)教師課堂教學(xué)言語的發(fā)展主要經(jīng)歷:懵懂期的"言不由衷"、認(rèn)知期的"言為'教'聲"和歷練期的"言為'生'聲"三個(gè)階段,分析了每個(gè)階段教師言語發(fā)展遭遇的主要困境并提出解決策略。新任數(shù)學(xué)教師克服懵懂期言語隨意問題的策略是加強(qiáng)對基于"人—人"關(guān)系的課堂教學(xué)言語結(jié)構(gòu)的了解:克服認(rèn)知期語用性語言機(jī)械問題的主要對策是加強(qiáng)對課堂言語不確定性的把握;化解歷練期語用性言語發(fā)展信心危機(jī)的主要策略是加強(qiáng)反思性實(shí)踐�？偠灾�,新任數(shù)學(xué)教師在了解和把握結(jié)構(gòu)性語言的基礎(chǔ)上不斷提升個(gè)人的情境化經(jīng)驗(yàn),從而走上由稚嫩到成熟的發(fā)展之路。
[Abstract]:The improvement of the language level of the first teacher's teaching has an important value for the development of teachers' professionalism. This study takes the new mathematics teachers as the research object and studies the problems encountered in the development of the classroom teaching language, aiming at exploring the general law and the basic path of the new mathematics teachers' teaching language development under the specific teaching situation. The first part of the paper mainly expounds the language structure of classroom teaching in different horizons. First, the thesis analyzes the problems in the language structure of classroom teaching based on the relationship between human and material, and then discusses the construction of classroom teaching based on the relationship between man and man. The necessity of language structure is studied and the speech structure is used as a paper to analyze the frame and standard of the new mathematics teacher's classroom teaching language. This study holds that the classroom teaching language based on the relationship between man and man is divided into structural language and pragmatic language. The so-called structural language is that the language of instruction is not moving but has its relative determination. The internal law requires the cognition and grasp of teachers. The so-called pragmatic language refers to the laws and standards of relative certainty in the language of teaching, but the teachers' words and words have different personal and different styles and wisdom. The second part of the thesis mainly discusses the classroom instruction of the new mathematics teachers. The significance and value of the development of language ability are mainly embodied in two aspects: one is the significance to the professional development of mathematics teachers; the two is the significance to the development of students' life. The educational demands of the new mathematics teacher's classroom teaching speech scale and the internal regulations of the teaching language all need teachers to improve their speech ability as quickly as possible; the development and thinking of the students' life The third part of the paper mainly expounds the stage and path of the language development of the new mathematics teachers' classroom teaching. The main experience in the development of teaching language in the mathematics teacher's classroom is the following three stages: the "unintended" of the ignorant period, the "teaching 'sound in the cognitive period" and the "sound of" the' Sheng 'in the period of the training period. The main difficulties of the teacher's speech development in each stage are analyzed and the solutions are put forward. Strengthening the understanding of the language structure of classroom teaching based on "human person" relationship: the main strategy to overcome the pragmatic language mechanical problems in the cognitive period is to strengthen the grasp of the uncertainty of classroom speech; the main strategy of resolving the crisis of pragmatic speech development in the period of practice is to strengthen the reflection practice. In a word, the new mathematics teacher is in On the basis of understanding and grasping the structural language, we should constantly improve personal situational experience and embark on the path from immature to mature.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：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)：1986877