【摘要】：教學(xué)互動(dòng)決策貫穿于課堂教學(xué)始終,因此,一名教師的課堂教學(xué)效果主要取決于他的教學(xué)決策水平。本研究是通過調(diào)查分析比較新手?jǐn)?shù)學(xué)教師對(duì)有效教學(xué)決策的運(yùn)用程度及運(yùn)用效果,了解他們的有效教學(xué)決策水平,在此基礎(chǔ)之上分析比較影響新手、專家數(shù)學(xué)教師的影響因素有何不同,從而為新手?jǐn)?shù)學(xué)教師如何提高有效教學(xué)決策水平帶來啟示,同時(shí)提出促進(jìn)新手?jǐn)?shù)學(xué)教師的專業(yè)發(fā)展和教師培訓(xùn)的相關(guān)建議。本研究主要由三個(gè)部分構(gòu)成:1.通過國(guó)內(nèi)外相關(guān)文獻(xiàn)資料的查閱,對(duì)教師教學(xué)決策包括教學(xué)互動(dòng)決策的相關(guān)理論進(jìn)行梳理、分析、歸納,并把它分為國(guó)外學(xué)者和國(guó)內(nèi)學(xué)者對(duì)教學(xué)決策的調(diào)查研究;分析教學(xué)互動(dòng)決策的理論基礎(chǔ)——認(rèn)識(shí)論·情境認(rèn)知與學(xué)習(xí)理論、實(shí)踐論·反思性實(shí)踐者理念、系統(tǒng)論·復(fù)雜性科學(xué)。2.編制問卷,對(duì)多所學(xué)校的新手?jǐn)?shù)學(xué)教師進(jìn)行問卷調(diào)查,運(yùn)用SPSS軟件對(duì)新手?jǐn)?shù)學(xué)教師在教學(xué)互動(dòng)決策的運(yùn)用程度和效果進(jìn)行描述性分析、非參數(shù)檢驗(yàn)。3.依據(jù)教師教學(xué)決策研究,確定訪談提綱。對(duì)4位新手?jǐn)?shù)學(xué)教師和2位專家數(shù)學(xué)教師進(jìn)行訪談并錄音,將錄音轉(zhuǎn)換為文字形式。通過質(zhì)性分析,發(fā)現(xiàn)新手?jǐn)?shù)學(xué)教師的教學(xué)互動(dòng)決策現(xiàn)狀,歸納、總結(jié)影響數(shù)學(xué)教師教學(xué)互動(dòng)決策的因素。通過問卷調(diào)查和訪談的數(shù)據(jù)分析發(fā)現(xiàn):(1)新手?jǐn)?shù)學(xué)教師對(duì)有效教學(xué)互動(dòng)決策的運(yùn)用程度都比較高,然而多數(shù)有效決策的運(yùn)用效果卻顯著低于運(yùn)用程度(新手?jǐn)?shù)學(xué)教師對(duì)教師技能、教學(xué)策略的運(yùn)用效果和運(yùn)用程度的非參數(shù)檢驗(yàn),Z0, p0.01),這說明新手?jǐn)?shù)學(xué)教師的決策水平還沒有達(dá)到與他們的認(rèn)識(shí)水平相同的高度;(2)新手?jǐn)?shù)學(xué)教師認(rèn)為影響他們做出教學(xué)互動(dòng)決策的主要因素是學(xué)生的反應(yīng)、實(shí)踐智慧,專家數(shù)學(xué)教師認(rèn)為教師信念、教師知識(shí)、實(shí)踐智慧是影響他們做出教學(xué)互動(dòng)決策的主要因素,這說明當(dāng)前對(duì)新手?jǐn)?shù)學(xué)教師幫助最大的是了解學(xué)生的反應(yīng)、足夠的實(shí)踐智慧。依據(jù)影響專家數(shù)學(xué)教師做出互動(dòng)決策的主要因素分析結(jié)論,得到新手教師也不能忽視影響教學(xué)互動(dòng)決策的深層次因素——教師信念和教師知識(shí)。筆者根據(jù)研究結(jié)論提出幾點(diǎn)淺薄建議:師范類院校應(yīng)適當(dāng)調(diào)整師范生的實(shí)習(xí)時(shí)間,讓師范生有充足的時(shí)間了解課堂,并且將他們的理論學(xué)習(xí)成果融匯到教學(xué)之中;新手?jǐn)?shù)學(xué)教師在多種學(xué)習(xí)形式的背后,應(yīng)當(dāng)著重體悟借鑒優(yōu)秀教師教學(xué)中的實(shí)踐智慧、琢磨學(xué)生的學(xué)習(xí)水平及心理狀態(tài),同時(shí)把在師范院校所學(xué)理論應(yīng)用到實(shí)踐中來,經(jīng)常反思,在教學(xué)中進(jìn)行教育研究,發(fā)現(xiàn)更多的教育理論及實(shí)踐成果。
[Abstract]:The interactive decision-making of teaching runs through the classroom teaching all the time, so the effect of a teacher's classroom teaching mainly depends on his level of teaching decision. This research is to analyze and compare the degree and effect of effective teaching decision by novice mathematics teachers, and to find out their effective teaching decision level, on the basis of which to analyze and compare the influence of novice mathematics teachers on effective teaching decision. What is the difference of the influencing factors of the expert mathematics teacher, so as to bring enlightenment to the novice mathematics teacher how to improve the effective teaching decision-making level, and at the same time put forward the relevant suggestions to promote the professional development of the novice mathematics teacher and the teacher training. This study consists of three parts: 1. Through the reference of relevant literature at home and abroad, this paper sorts out, analyzes, induces, and divides the relevant theories of teachers' teaching decision including teaching interactive decision into foreign scholars and domestic scholars on the investigation and study of teaching decision-making. This paper analyzes the theoretical basis of interactive decision-making in teaching-epistemological situational cognition and learning theory, practical theory of reflective practitioners, system theory of complexity science. 2. This paper makes a questionnaire survey on novice mathematics teachers in many schools and makes a descriptive analysis of the degree and effect of the application of novice mathematics teachers in the interactive decision-making of teaching by using SPSS software. According to the research of teacher's teaching decision, the outline of interview is determined. Four novice mathematics teachers and two expert mathematics teachers were interviewed and recorded to convert the recording into text form. Through qualitative analysis, this paper finds out the present situation of mathematics teachers' interactive decision-making in teaching, sums up the factors that affect the interactive decision-making of mathematics teachers' teaching. Through the data analysis of questionnaire survey and interview, it is found that: (1) novice mathematics teachers have a high degree of application to effective interactive teaching decision-making. However, the effect of most effective decisions is significantly lower than that of the degree of application (non-parametric test of novice mathematics teachers on teachers' skills, teaching strategies and degree of application, Z0, p0.01). This shows that the decision level of novice mathematics teachers has not reached the same level as their understanding level; (2) novice mathematics teachers think that the main factors that affect their interactive decision-making are students' reaction, practical wisdom, expert mathematics teachers' belief and teachers' knowledge. Practical wisdom is the main factor that affects them to make interactive decision-making, which shows that the most helpful to novice mathematics teachers at present is to understand the students' reaction and have enough practical wisdom. According to the analysis of the main factors influencing the interactive decision-making of the expert mathematics teachers, the novice teachers can not ignore the deep factors that affect the interactive decision-making of teaching-teachers' beliefs and teachers' knowledge. According to the conclusion of the study, the author puts forward some simple suggestions: normal colleges should adjust the practice time of normal college students, let normal students have enough time to understand the classroom, and integrate their theoretical learning results into the teaching; The novice mathematics teachers should learn from the practical wisdom in the teaching of excellent teachers, consider the learning level and psychological state of the students, and apply the theories they have learned in normal colleges to practice. Often reflect, carry on the educational research in the teaching, discover more educational theory and practice achievement.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 黃興豐;高麗;;小學(xué)數(shù)學(xué)專家教師課堂教學(xué)決策的個(gè)案研究[J];數(shù)學(xué)教育學(xué)報(bào);2014年04期

2 張朝珍;;國(guó)外教師教學(xué)決策的比較研究及啟示[J];現(xiàn)代教育管理;2014年01期

3 盧鋒;徐曉東;;教師教學(xué)決策層次模式的個(gè)案研究[J];開放教育研究;2013年02期

4 張定強(qiáng);;中學(xué)教師教學(xué)決策能力的現(xiàn)狀調(diào)查及分析[J];課程·教材·教法;2012年11期

5 趙鑫;;教師有效教學(xué)決策的情感基礎(chǔ)及其實(shí)踐路徑[J];教育科學(xué);2012年05期

6 楊鑫;霍秉坤;;論教師直覺性教學(xué)決策與教學(xué)反思的關(guān)系[J];教育發(fā)展研究;2012年18期

7 楊翠蓉;吳慶麟;周成軍;;教學(xué)決策的專家—新手比較研究[J];中國(guó)特殊教育;2012年09期

8 吳艷茹;;基于教學(xué)決策理論的教師專業(yè)發(fā)展[J];教育科學(xué)研究;2012年05期

9 常紹舜;;從經(jīng)典系統(tǒng)論到現(xiàn)代系統(tǒng)論[J];系統(tǒng)科學(xué)學(xué)報(bào);2011年03期

10 顏星華;;從系統(tǒng)論的角度探討如何提高數(shù)學(xué)教學(xué)實(shí)效性[J];牡丹江教育學(xué)院學(xué)報(bào);2010年06期

相關(guān)重要報(bào)紙文章 前1條

1 于景元;;錢學(xué)森科學(xué)歷程中的三大創(chuàng)造高峰[N];科技日?qǐng)?bào);2009年

相關(guān)博士學(xué)位論文 前4條

1 張朝珍;教師教學(xué)決策研究[D];華東師范大學(xué);2009年

2 楊豫暉;數(shù)學(xué)教師教學(xué)決策研究[D];西南大學(xué);2009年

3 宋德云;教師教學(xué)決策研究[D];西南大學(xué);2008年

4 么加利;走向復(fù)雜：教育視角的轉(zhuǎn)換[D];華東師范大學(xué);2002年

相關(guān)碩士學(xué)位論文 前3條

1 袁靜靜;中學(xué)數(shù)學(xué)教師課堂教學(xué)決策研究[D];南京師范大學(xué);2014年

2 吳卉;優(yōu)秀教師教學(xué)決策影響因素的個(gè)案研究[D];西南大學(xué);2014年

3 史賽云;初中教師教學(xué)互動(dòng)決策的研究[D];山西師范大學(xué);2013年

，

本文編號(hào)：2427835