【摘要】：隨著課程改革的不斷深入,課堂作為新課改施行的主陣地,受到越來越多人們的關(guān)注。師生在課堂中交流互動、共同探索,產(chǎn)生課堂生成性資源。高中數(shù)學(xué)課堂生成性資源是指師生、生生在高中數(shù)學(xué)課堂教學(xué)情境中,依據(jù)多元教學(xué)目標(biāo),在開展合作、探究的課堂教學(xué)中,即時生成的超出教師預(yù)設(shè)之外的新情況。生成性資源的應(yīng)用對課程改革的意義重大。新手教師作為課改的新生力量,關(guān)注高中數(shù)學(xué)新手教師的課堂生成性資源的應(yīng)用情況,提出新手教師應(yīng)用高中數(shù)學(xué)課堂生成性資源的策略具有深遠(yuǎn)的意義。本論文主要采用了資料文獻法、問卷調(diào)查法、訪談法、課堂觀察法、案例分析法。理論依據(jù)有:(1)建構(gòu)主義理論;(2)后現(xiàn)代主義的知識論;(3)生命觀;(4)人本主義學(xué)習(xí)觀;(5)現(xiàn)代教學(xué)觀。利用問卷訪談等手段調(diào)查發(fā)現(xiàn):幾乎所有的新手教師都愿意嘗試應(yīng)用生成性資源進行教學(xué),但是新手教師對生成性資源的認(rèn)知水平并沒有其熱情度那么高。因此,真實課堂中合理應(yīng)用生成性資源的機率并不高,新手教師會通過反思來提升自己的理解,并表示未來會繼續(xù)進行生成性教學(xué)的嘗試。結(jié)合具體教學(xué)案例,探討高中數(shù)學(xué)新手教師在課堂教學(xué)中生成性資源應(yīng)用的基本策略。提升新手教師應(yīng)用課堂生成性資源的素養(yǎng),提升意識、職業(yè)和知識素養(yǎng);培養(yǎng)新手教師發(fā)現(xiàn)的眼光和應(yīng)用的智慧,從錯誤、問題、差異中生成資源;同時繼續(xù)做好教學(xué)反思工作。
[Abstract]:With the deepening of curriculum reform, classroom, as the main position of the implementation of the new curriculum reform, has attracted more and more people's attention. Teachers and students communicate and interact in the classroom, explore together, and produce classroom generative resources. High school mathematics classroom generative resources refer to teachers and students in the high school mathematics classroom teaching situation, according to the multiple teaching objectives, in the cooperative and exploratory classroom teaching, the immediate generation of new situations beyond the teacher's presupposition. The application of generative resources is of great significance to curriculum reform. As the new force of curriculum reform, novice teachers pay attention to the application of classroom generative resources of novice high school mathematics teachers, and put forward the strategy of novice teachers applying generative resources in senior high school mathematics classroom is of far-reaching significance. This paper mainly adopts the data literature method, questionnaire survey method, interview method, classroom observation method, case analysis method. The theoretical basis is as follows: (1) constructivism theory; (2) postmodernism epistemology; (3) life view; (4) humanistic learning view; (5) modern teaching view. By means of questionnaire interview and other means, it is found that almost all novice teachers are willing to try to apply generative resources to teaching, but novice teachers' cognition level of generative resources is not as high as their enthusiasm. Therefore, the probability of reasonable application of generative resources in the real classroom is not high. Novice teachers will improve their understanding through reflection, and say that they will continue to try generative teaching in the future. Combined with specific teaching cases, this paper probes into the basic strategies of the application of generative resources in classroom teaching of novice teachers of mathematics in senior high school. To improve the literacy of novice teachers in applying classroom generative resources, to enhance awareness, professional and knowledge literacy, to cultivate the vision of novice teachers and the wisdom of application, and to generate resources from mistakes, problems and differences. At the same time, we will continue to do a good job in teaching reflection.
【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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