初中數(shù)學(xué)教師使用教科書例題情況的調(diào)查研究
發(fā)布時間：2018-11-23 14:39
【摘要】：現(xiàn)如今出版的初中數(shù)學(xué)教科書已有9個版本之多,每套教科書所選用的例題不盡相同,都是教科書編寫團隊智慧的結(jié)晶。一線教師如何使用教科書例題,教科書例題對初中學(xué)生理解教學(xué)內(nèi)容的本質(zhì)是否有幫助?這些問題的調(diào)查研究,對于初中數(shù)學(xué)教師的教學(xué)實踐提供有價值的參考,為初中數(shù)學(xué)教材的修訂提供支持和改進的意見。本研究主要采用文獻分析法、問卷調(diào)查法、訪談法、觀察法等研究方法,基于對初中數(shù)學(xué)教科書以及例題的相關(guān)研究文獻進行整理的基礎(chǔ)上,確定分析維度。根據(jù)分析維度,編制調(diào)查問卷、訪談提綱和觀察量表。通過對重慶市六所中學(xué)的初中數(shù)學(xué)教師進行問卷調(diào)查,主要了解教師使用教科書例題的原因、使用數(shù)量和使用效果;通過對重慶市教育水平較好、中等、較弱的三所學(xué)校的12位數(shù)學(xué)教師進行訪談,主要了解教師使用教科書書例題的方式;通過選取三位教師的課堂觀察,切實了解教師使用教科書例題的數(shù)量和方式。通過研究,得到初中數(shù)學(xué)教師在使用教科書例題上有如下特點:(1)教師對教科書例題的認識,主要從例題的科學(xué)性、例題呈現(xiàn)的過程性、例題的選材、例題的彈性、例題的可讀性五個方面來考查,認可程度均在0.6-0.7之間,認可程度較高。其中,對例題呈現(xiàn)的過程性的認可度是最高的。(2)教師使用教科書例題的數(shù)量來看,通過問卷調(diào)查和訪談得到,無論從教科書例題的比例還是一節(jié)課中教科書例題的比例來看,教科書中的例題有50%能得到教師的有效利用。然而,教師在實際教學(xué)中,使用教科書例題的數(shù)量并未達到50%。(3)教師使用教科書例題的方式,主要從使用形式和使用程度來講。使用形式主要是用于學(xué)生預(yù)習(xí);使用程度主要是照搬講解或者選擇綜合性和難度更高的題目作為教學(xué)例題。(4)教師使用教科書例題的效果,主要從使用滿意度和學(xué)生隨堂作業(yè)情況兩個方面來考查。使用滿意程度在0.6左右,認可程度居中;學(xué)生隨堂作業(yè)情況來看,對重點知識的靈活運用較差。此外,針對調(diào)研的結(jié)論,提出了相應(yīng)建議:教師應(yīng)注意加強自身教育理論的修養(yǎng),不斷更新觀念;引導(dǎo)學(xué)生積極主動使用教科書。教科書編寫應(yīng)吸納多種學(xué)科背景的教科書編寫人員,參與教科書的編寫工作;加強配套資料的建設(shè)與更新;教科書編寫者應(yīng)積極關(guān)注師生對教科書使用的反響。
[Abstract]:Nowadays, there are nine versions of junior high school mathematics textbooks published. The examples used in each set of textbooks are different and they are the crystallization of the wisdom of the textbook writing team. How do first-line teachers use textbook examples to help junior high school students understand the nature of teaching content? The investigation and research of these problems can provide valuable reference for the teaching practice of junior high school mathematics teachers and provide support and suggestions for the revision of junior high school mathematics teaching materials. This study mainly adopts the methods of literature analysis, questionnaire survey, interview, observation and other research methods, based on the junior high school mathematics textbooks and related research documents, determine the analysis dimension. According to the analysis dimension, the questionnaire, interview outline and observation scale were compiled. Based on the questionnaire survey of mathematics teachers in six middle schools in Chongqing, the author tries to find out the reasons, the quantity and the effect of using textbooks. Through the interview of 12 mathematics teachers in three schools with good, middle and weak educational level in Chongqing, we mainly understand the ways in which teachers use textbook examples. Through the classroom observation of three teachers, we can find out the quantity and method of teachers' using textbook examples. Through the research, we get the following characteristics of junior middle school mathematics teachers in using textbook examples: (1) the teachers' understanding of textbook examples is mainly from the scientific nature of the examples, the process of the examples, the selection of the examples, the flexibility of the examples. The readability of the example is examined in five aspects, the degree of approval is between 0.6 and 0.7, and the degree of approval is higher. Among them, the acceptance of the process of the examples is the highest. (2) the number of teachers using textbook examples, through questionnaires and interviews, In terms of the proportion of textbook examples or the proportion of textbook examples in a class, 50% of the textbook examples can be effectively used by teachers. However, the number of textbook examples used by teachers in actual teaching is not up to 50. (3) the ways in which teachers use textbook examples are mainly based on the form and degree of use. The main form of use is for students to prepare; The degree of use is mainly to copy the explanation or choose the more comprehensive and more difficult topics as teaching examples. (4) the effect of teachers' use of textbook examples, mainly from the use of satisfaction and students with the class two aspects of the examination. The degree of satisfaction is about 0.6, the degree of approval is in the middle, and the flexible application of key knowledge is poor. In addition, according to the conclusion of the investigation, the author puts forward the corresponding suggestions: teachers should pay attention to strengthen their educational theory, constantly renew their ideas, and guide students to use textbooks actively. Textbook compilation should include textbook compilers from various disciplines to participate in the compilation of textbooks; strengthen the construction and updating of supporting materials; textbook compilers should pay active attention to the reaction of teachers and students to the use of textbooks.
【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：2351847
[Abstract]:Nowadays, there are nine versions of junior high school mathematics textbooks published. The examples used in each set of textbooks are different and they are the crystallization of the wisdom of the textbook writing team. How do first-line teachers use textbook examples to help junior high school students understand the nature of teaching content? The investigation and research of these problems can provide valuable reference for the teaching practice of junior high school mathematics teachers and provide support and suggestions for the revision of junior high school mathematics teaching materials. This study mainly adopts the methods of literature analysis, questionnaire survey, interview, observation and other research methods, based on the junior high school mathematics textbooks and related research documents, determine the analysis dimension. According to the analysis dimension, the questionnaire, interview outline and observation scale were compiled. Based on the questionnaire survey of mathematics teachers in six middle schools in Chongqing, the author tries to find out the reasons, the quantity and the effect of using textbooks. Through the interview of 12 mathematics teachers in three schools with good, middle and weak educational level in Chongqing, we mainly understand the ways in which teachers use textbook examples. Through the classroom observation of three teachers, we can find out the quantity and method of teachers' using textbook examples. Through the research, we get the following characteristics of junior middle school mathematics teachers in using textbook examples: (1) the teachers' understanding of textbook examples is mainly from the scientific nature of the examples, the process of the examples, the selection of the examples, the flexibility of the examples. The readability of the example is examined in five aspects, the degree of approval is between 0.6 and 0.7, and the degree of approval is higher. Among them, the acceptance of the process of the examples is the highest. (2) the number of teachers using textbook examples, through questionnaires and interviews, In terms of the proportion of textbook examples or the proportion of textbook examples in a class, 50% of the textbook examples can be effectively used by teachers. However, the number of textbook examples used by teachers in actual teaching is not up to 50. (3) the ways in which teachers use textbook examples are mainly based on the form and degree of use. The main form of use is for students to prepare; The degree of use is mainly to copy the explanation or choose the more comprehensive and more difficult topics as teaching examples. (4) the effect of teachers' use of textbook examples, mainly from the use of satisfaction and students with the class two aspects of the examination. The degree of satisfaction is about 0.6, the degree of approval is in the middle, and the flexible application of key knowledge is poor. In addition, according to the conclusion of the investigation, the author puts forward the corresponding suggestions: teachers should pay attention to strengthen their educational theory, constantly renew their ideas, and guide students to use textbooks actively. Textbook compilation should include textbook compilers from various disciplines to participate in the compilation of textbooks; strengthen the construction and updating of supporting materials; textbook compilers should pay active attention to the reaction of teachers and students to the use of textbooks.
【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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