初中數(shù)學(xué)新手型和專家型教師教學(xué)的比較研究
發(fā)布時間：2018-07-14 15:16
【摘要】：新課程改革對學(xué)生的核心素養(yǎng)提出了明確要求,那么教師的教學(xué)就顯得尤為重要,為了能夠研究新手型和專家型教師的教學(xué)特點,明確專家型教師在教學(xué)工作中的技能優(yōu)勢和新手型教師在教學(xué)工作中的不足之處,從而督促新手型教師向?qū)＜倚徒處煂W(xué)習(xí)并通過反思、改進,提高新手型教師的教學(xué)技能和自身的專業(yè)化水平,以此來提高新手型教師教學(xué)的有效性和學(xué)生課堂學(xué)習(xí)效率。本研究對初中新手型教師和專家型教師的教學(xué)特點進行了比較研究。本文的研究主體是對重慶市某區(qū)縣重點中學(xué)的3名新手型教師和3名專家型教師的教學(xué)進行比較研究。通過學(xué)校校長和數(shù)學(xué)教研組的支持和配合共同完成了本次比較研究。在研究過程中主要采用了案例分析法、課堂觀察法、訪談法三種研究方法,對新手型教師和專家型教師的課前準(zhǔn)備、教學(xué)過程、課后處理這三個方面進行了比較研究。(1)課前準(zhǔn)備。通過案例分析法和訪談法對新手型教師和專家型教師課前準(zhǔn)備的兩個方面:課時計劃和教案設(shè)計進行了比較研究。我發(fā)現(xiàn)新手型教師在課時計劃上把大部分課時分配在要考試的內(nèi)容上面,對不考的內(nèi)容只占用很少的課時,常常參考經(jīng)驗豐富的優(yōu)秀教師的課時計劃安排;在教案設(shè)計上喜歡寫教學(xué)詳案,備寫教案時所花的時間較長,在教案設(shè)計過程中會先參考其它優(yōu)秀教案,教學(xué)過程設(shè)計中會把每一部分將要花費的時間也批注出來,課后會設(shè)計布置大量的課后習(xí)題來鞏固新知。專家型教師在課時計劃上對學(xué)期課時安排和章節(jié)課時安排把握準(zhǔn)確,重難點突出;在教案設(shè)計上不會寫教學(xué)詳案,備寫教案所用時間較短,大多數(shù)時候會列出課堂環(huán)節(jié),但對課堂環(huán)節(jié)安排得很緊湊,特別注重學(xué)生思維的發(fā)展。(2)教學(xué)過程。通過課堂觀察法對新手型教師和專家型教師教學(xué)過程的四個方面:情境導(dǎo)入、語言表達、提問技能、課堂組織四個方面進行比較研究。在情境導(dǎo)入上,新手型教師情境導(dǎo)入常用舊知引新知,有時還會為了情境而創(chuàng)設(shè)情景。專家型教師會巧設(shè)情境(如故事導(dǎo)入法),讓學(xué)生對新課的內(nèi)容產(chǎn)生興趣和好奇心。在語言上,新手型教師往往更加喜歡用現(xiàn)代“活躍、流行”的常用詞,而沒有考慮到語言的科學(xué)性。專家型教師根據(jù)具體的教學(xué)情況,在課堂師生對話過程中通過商討、肯定的課堂用語進行論述,可以讓死氣沉沉的課堂變得有活力、有生機。在提問技能上,新手型教師偏愛于回憶提問,希望學(xué)生通過回憶先前學(xué)習(xí)過的舊知識。專家型教師偏愛于理解提問和運用提問,理解提問偏多,課堂上重視學(xué)生參與到知識的形成過程中來,而不是簡單地把知識結(jié)論講授給學(xué)生。在課堂組織上,新手型教師常采用提高音量來引起學(xué)生的注意力。專家型教師則常采用以靜制動的課堂組織方式,教師用突然沉默不語的方式來處理課堂的喧鬧,先引起學(xué)生的注意力,進而再將注意力吸引到教學(xué)內(nèi)容上。(3)課后追蹤。通過課后訪談法對新手型教師和專家型教師在作業(yè)布置和輔導(dǎo)方式及檢測學(xué)生對知識掌握方式兩個方面進行了比較研究。新手型教師布置作業(yè)量多,常采取題海戰(zhàn)術(shù).專家型教師布置作業(yè)量少,有時只要求學(xué)生做實踐動手操作作業(yè),而不要求做書面作業(yè),輔導(dǎo)方式是教師講解和“小先生制”(學(xué)生講解習(xí)題)相結(jié)合;對學(xué)生知識掌握情況的檢測方式也是多樣的(如筆試與口試相結(jié)合,書面知識與實際操作相結(jié)合等),從多個角度去了解學(xué)生的學(xué)習(xí)情況。由與本研究屬于個案研究和其它多種因素的限制,本研究中還存在著一些不足,比如抽取教師的樣本數(shù)量較少,結(jié)論存在著局限性,有待將來做進一步的研究。
[Abstract]:The new curriculum reform has made clear requirements for the students' core literacy, so the teaching of teachers is particularly important. In order to study the teaching characteristics of the novice and expert teachers, the advantages of the expert teachers in the teaching work and the inadequacies of the novice teachers in the teaching work are clearly defined, so as to urge the novice teachers. In order to improve the teaching skills of novice teachers and their own professionalization level, the teaching skills of novice teachers and students' classroom learning efficiency are improved by learning from the expert teachers and improving their teaching skills and their own professional level. This research has carried out a comparative study on the teaching characteristics of the new junior middle school teachers and the expert teachers. This comparative study is carried out on the teaching of 3 novice teachers and 3 expert teachers in a district and county key middle school in Chongqing. Through the support and cooperation of the school principal and the mathematics teaching and research group, this comparative study has been completed together. In the course of the study, it mainly adopts the case analysis method, the classroom observation method, and the interview method, three research methods, to the novice type. A comparative study of the pre class preparation of teachers and expert teachers, teaching process and after class treatment. (1) preparation before class. Through the case analysis and interview method, the two aspects of the pre class preparation for novice teachers and expert teachers are compared in the two aspects: the lesson plan and the teaching plan design are compared. I found that the novice teacher is in the course of class. In the plan, most of the class hours are assigned to the content of the exam, and only a few hours are taken for the contents of the exam. It often refers to the plan arrangement of the excellent teachers with rich experience. In the design of the teaching process, the time spent on each part will be noted. After class, a large number of after-school exercises will be designed to consolidate the new knowledge. The classroom links are short, but most of the time will list the classroom links, but the classroom links are arranged very well, especially the development of students' thinking. (2) the teaching process. Through the classroom observation method, the teaching process of the novice teachers and the expert teachers is four aspects: the situation introduction, the language table, the question skills and the class organization in four aspects. In the context of situation introduction, the new situation introduction of novice teachers often leads to new knowledge and sometimes creates situations for the situation. Expert teachers will set up situations (such as story introduction) to make students interested and curious about the content of new classes. In language, novice teachers tend to prefer the common use of modern "active, popular". According to the specific teaching situation, the expert teacher can discuss it in the course of the dialogue between teachers and students in the course of the classroom, and discuss the affirmative classroom language, which can make the dead class become alive and alive. In the questioning skills, the novice teacher favors the recollection of questions, and hopes the students to pass recollection. Old knowledge. Expert teachers prefer to understand questions and use questions, understand more questions, and pay more attention to students' participation in the formation of knowledge, rather than simply teaching knowledge to students. In class organization, the novice teachers often use the volume to arouse the students' attention. Teachers often use static braking in the classroom organization, teachers use a sudden silence to deal with the noise of the classroom, first arouse the attention of the students, and then attract attention to the teaching content. (3) after class tracking. Through after class interview method for novice teachers and expert teachers in the homework arrangement and counselling and testing. The students have made a comparative study of the two aspects of the way of knowledge mastering. The novice teachers have a lot of homework and often take the question sea tactics. The expert type teachers have little homework assignment, and sometimes they only ask the students to do the practical operation, but do not require the written homework. The way of tutoring is the teacher's explanation and "the student's explanation". The methods of testing students' knowledge are also diverse (such as the combination of written test and oral test, written knowledge and actual operation), from many angles to understand the students' learning situation. There are still some shortcomings in this study, such as the extraction of teachers, such as the case study and other factors. The number of samples is small, and there are some limitations in the conclusion.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6
本文編號：2122061
[Abstract]:The new curriculum reform has made clear requirements for the students' core literacy, so the teaching of teachers is particularly important. In order to study the teaching characteristics of the novice and expert teachers, the advantages of the expert teachers in the teaching work and the inadequacies of the novice teachers in the teaching work are clearly defined, so as to urge the novice teachers. In order to improve the teaching skills of novice teachers and their own professionalization level, the teaching skills of novice teachers and students' classroom learning efficiency are improved by learning from the expert teachers and improving their teaching skills and their own professional level. This research has carried out a comparative study on the teaching characteristics of the new junior middle school teachers and the expert teachers. This comparative study is carried out on the teaching of 3 novice teachers and 3 expert teachers in a district and county key middle school in Chongqing. Through the support and cooperation of the school principal and the mathematics teaching and research group, this comparative study has been completed together. In the course of the study, it mainly adopts the case analysis method, the classroom observation method, and the interview method, three research methods, to the novice type. A comparative study of the pre class preparation of teachers and expert teachers, teaching process and after class treatment. (1) preparation before class. Through the case analysis and interview method, the two aspects of the pre class preparation for novice teachers and expert teachers are compared in the two aspects: the lesson plan and the teaching plan design are compared. I found that the novice teacher is in the course of class. In the plan, most of the class hours are assigned to the content of the exam, and only a few hours are taken for the contents of the exam. It often refers to the plan arrangement of the excellent teachers with rich experience. In the design of the teaching process, the time spent on each part will be noted. After class, a large number of after-school exercises will be designed to consolidate the new knowledge. The classroom links are short, but most of the time will list the classroom links, but the classroom links are arranged very well, especially the development of students' thinking. (2) the teaching process. Through the classroom observation method, the teaching process of the novice teachers and the expert teachers is four aspects: the situation introduction, the language table, the question skills and the class organization in four aspects. In the context of situation introduction, the new situation introduction of novice teachers often leads to new knowledge and sometimes creates situations for the situation. Expert teachers will set up situations (such as story introduction) to make students interested and curious about the content of new classes. In language, novice teachers tend to prefer the common use of modern "active, popular". According to the specific teaching situation, the expert teacher can discuss it in the course of the dialogue between teachers and students in the course of the classroom, and discuss the affirmative classroom language, which can make the dead class become alive and alive. In the questioning skills, the novice teacher favors the recollection of questions, and hopes the students to pass recollection. Old knowledge. Expert teachers prefer to understand questions and use questions, understand more questions, and pay more attention to students' participation in the formation of knowledge, rather than simply teaching knowledge to students. In class organization, the novice teachers often use the volume to arouse the students' attention. Teachers often use static braking in the classroom organization, teachers use a sudden silence to deal with the noise of the classroom, first arouse the attention of the students, and then attract attention to the teaching content. (3) after class tracking. Through after class interview method for novice teachers and expert teachers in the homework arrangement and counselling and testing. The students have made a comparative study of the two aspects of the way of knowledge mastering. The novice teachers have a lot of homework and often take the question sea tactics. The expert type teachers have little homework assignment, and sometimes they only ask the students to do the practical operation, but do not require the written homework. The way of tutoring is the teacher's explanation and "the student's explanation". The methods of testing students' knowledge are also diverse (such as the combination of written test and oral test, written knowledge and actual operation), from many angles to understand the students' learning situation. There are still some shortcomings in this study, such as the extraction of teachers, such as the case study and other factors. The number of samples is small, and there are some limitations in the conclusion.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6
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