【摘要】：數(shù)學(xué)習(xí)題課是數(shù)學(xué)教學(xué)主要課型之一,習(xí)題課教學(xué)對于提高教學(xué)水平至關(guān)重要,同時(shí)也是教學(xué)環(huán)節(jié)中最為關(guān)鍵的實(shí)際操作活動(dòng),它是理論教學(xué)(概念、性質(zhì)、定理、公式等)內(nèi)容的深入和提高,在學(xué)生數(shù)學(xué)思維和能力發(fā)展過程中承擔(dān)著重要的角色。本文通過文獻(xiàn)研究、問卷調(diào)查、課堂觀察和訪談對高中數(shù)學(xué)新手教師的習(xí)題課教學(xué)現(xiàn)狀進(jìn)行了研究分析,研究得出新手教師在習(xí)題課教學(xué)中存在一些不足,主要有以下幾個(gè)方面:(1)對習(xí)題課的認(rèn)識方面。76. 51%的學(xué)生對于習(xí)題課的興趣不如新授課,側(cè)面反映出許多新手教師對于習(xí)題課的重視程度不如新授課。40. 82%的新手教師把習(xí)題課等同于作業(yè)和試題講評。90%以上的新手教師習(xí)題課教育目的傾向于總結(jié)題型和解題方法,對于習(xí)題的評價(jià)作用重視程度較低。(2)習(xí)題課教學(xué)方面。52. 36%的學(xué)生無法在習(xí)題課中或習(xí)題課后產(chǎn)生新的問題和思考,新手教師在習(xí)題課教學(xué)過程中不能很好得調(diào)動(dòng)學(xué)生的思維,教學(xué)設(shè)計(jì)上比較關(guān)注結(jié)果,而對于學(xué)生能力發(fā)展和過程體驗(yàn)關(guān)注較少。75. 51%的新手教師習(xí)題課上題量在5題以上,40. 94%的學(xué)生認(rèn)為習(xí)題課上時(shí)間緊張,內(nèi)容太多且講得不透,新手教師的習(xí)題課上習(xí)題量普遍較大。63. 26%的新手教師沒有在習(xí)題課上留出適當(dāng)時(shí)間給學(xué)生進(jìn)行整理和反思,48. 99%的學(xué)生認(rèn)為自己對習(xí)題課上所學(xué)知識和方法并不能非常清晰,新手教師在習(xí)題課上整理和反思的工作較少,對于知識點(diǎn)和方法的總結(jié)還需要加強(qiáng)。46. 98%的學(xué)生認(rèn)為習(xí)題課上與教師的溝通并不十分有效,80%以上的學(xué)生在習(xí)題課上并不會(huì)踴躍回答問題或與同學(xué)分享自己的解題新思路,從側(cè)面反映出新手教師在習(xí)題課上缺乏與學(xué)生的有效溝通,沒有建立起師生、生生之間良好的學(xué)習(xí)互動(dòng)氛圍,學(xué)生在習(xí)題課上參與度低,教師不能很好調(diào)動(dòng)學(xué)生們在習(xí)題課上的學(xué)習(xí)興趣。(3)習(xí)題課的教學(xué)反思方面。部分新手對于如何在習(xí)題教學(xué)中滲透數(shù)學(xué)思想方法沒有什么想法。80%的新手教師評判習(xí)題課效果的標(biāo)準(zhǔn)側(cè)重于自己的教學(xué)任務(wù)是否完成,應(yīng)試觀念較重,對于學(xué)生在習(xí)題課上的能力發(fā)展不夠重視。新手教師因自身教學(xué)經(jīng)驗(yàn)不足而導(dǎo)致對學(xué)生學(xué)情的誤判,反映為學(xué)生課后作業(yè)時(shí)間普遍過長,64. 44%的學(xué)生課后作業(yè)時(shí)間在1個(gè)小時(shí)以上,其中24. 84%的學(xué)生課后作業(yè)時(shí)間在1個(gè)半小時(shí)以上。
[Abstract]:Mathematics exercise course is one of the main types of mathematics teaching. Exercise course teaching is very important to improve the teaching level, and it is also the most important practical operation activity in teaching links. It is the theory teaching (concept, nature, theorem). The deepening and improvement of the content plays an important role in the development of students' mathematical thinking and ability. Through literature research, questionnaire survey, classroom observation and interview, this paper makes a research and analysis on the present situation of the problem teaching of novice mathematics teachers in senior high school, and finds out that there are some shortcomings in the teaching of exercises teaching for novice teachers. There are the following aspects: (1) the understanding of the exercise class. 76. 51% of the students are less interested in the exercise class than in the new teaching, reflecting that many novice teachers pay less attention to the exercise lesson than the new one. More than 90% of the novice teachers tend to sum up the problem types and the methods of solving the problems, and pay less attention to the evaluation of exercises. (2) the teaching of exercise courses is 52. 2% of the novice teachers equate the exercise class with homework and the evaluation of the test questions. More than 90% of the new teachers tend to sum up the problem types and the methods of solving the problems. (2) the teaching of the exercises. 36% of the students could not produce new problems and thoughts in or after the exercise class, and the novice teachers could not well mobilize the students' thinking in the process of teaching exercises, so the teaching design paid more attention to the results. But for student ability development and process experience less attention. 75. 51% of the novice teachers have more than 5 problems in the exercise class, 40. 94% of the students think that the time in the exercise class is tight, the content is too much and can not be explained clearly, and the number of problems in the exercise class of the novice teachers is generally larger than that of the new teachers. 26% of the novice teachers did not set aside proper time for students to organize and reflect on the exercises. 99% of the students think that they can not understand the knowledge and methods they have learned in the exercise class, and the novice teachers have less work to sort out and reflect on the exercises, and the summary of the knowledge points and methods should be strengthened. 98% of the students thought that the communication with the teacher in the exercise class was not very effective, and more than 80% of the students did not actively answer the questions or share their new ideas of solving the problems with the students. It reflects that the novice teachers lack effective communication with students in the exercise class, do not set up teachers and students, have a good atmosphere of learning interaction between students and students, and the students' participation in the exercise class is low. Teachers can not arouse students' interest in learning exercises. (3) reflection in teaching exercises. Some novices have no idea about how to infiltrate mathematics thought method in exercise teaching. 80% of novice teachers judge the effect of exercise class by focusing on whether their teaching task is completed or not, and the idea of examination-oriented is more important. Not enough attention has been paid to the development of students' ability in exercise classes. Novice teachers, due to their lack of teaching experience, lead to misjudgment of students' learning situation, which is reflected in the fact that students' homework time is generally too long after class, 64. 44% of the students work more than one hour after class, of which 24. 84% of the students work more than one and a half hours after class.
【學(xué)位授予單位】：南京師范大學(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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