本文選題：對話教學 + 中學數(shù)學課堂　； 參考：《東北師范大學》2015年碩士論文

【摘要】：師生對話作為一種教學行為,在加深學生學習數(shù)學的興趣、對數(shù)學知識內(nèi)容的理解以及促進教師與學生的關(guān)系等方面都起著十分重要的作用,但是通過對現(xiàn)有文獻的閱讀,發(fā)現(xiàn)關(guān)于師生對話從實際數(shù)學課堂角度出發(fā)的研究并不多。對于數(shù)學課堂教學中師生話語的研究并不多。故本研究在建立師生對話分析框架的基礎(chǔ)上,從課堂教學的實際出發(fā),探索并總結(jié)出目前課堂教學中師生話語的展開形式有哪些,以及從內(nèi)容角度探究師生話語信息的流向。通過對已有文獻的閱讀,并結(jié)合中學數(shù)學課堂教學的實際情況,對本文中的三個核心概念詞匯做出了定義。為了了解職初教師、有經(jīng)驗教師和骨干教師在數(shù)學課堂教學中師生話語上的差別,本研究以質(zhì)化研究方法為主,運用了個案研究法和課堂觀察法,對三類教師進行課堂旁聽并記錄。本文的研究結(jié)果發(fā)現(xiàn),在對話形式上,職初教師,有經(jīng)驗教師和骨干教師在課堂教學中均出現(xiàn)四種師生話語類型：老師同全班學生、老師同個體學生、老師同個體以及全班的交叉以及學生同學生。通過對課堂教學內(nèi)容的轉(zhuǎn)錄編碼,統(tǒng)計出三位教師的話語形式分布情況,發(fā)現(xiàn)呈現(xiàn)以下規(guī)律：老師的話語總數(shù)占課堂總話語數(shù)的百分之五十以上,且教學水平越高的老師,課堂師生話語的總數(shù)之比卻越低。其次,話語信息流的比較研究。發(fā)現(xiàn)以下兩個規(guī)律：一是三位教師對數(shù)學思維層次要求逐步增加；二是三位老師在課堂中對于學生關(guān)注程度逐漸增加。通過對幾位教師的實際教學課堂的觀察,對比分析了不同教學經(jīng)驗的教師在課堂教學中師生話語的差異,希望能夠?qū)β毘趵蠋熥呦蚬歉衫蠋熖峁┮恍⿴椭?能夠使老師在職培訓更加的有效,能夠為老師個人的職業(yè)發(fā)展提供借鑒作用。最后針對師生對話中存在的問題,主要從教師和學生關(guān)于師生對話在實際課堂教學中的理解以及有利于師生對話發(fā)生的環(huán)境這兩個角度提出本文的教學策略。
[Abstract]:As a kind of teaching behavior, teacher-student dialogue plays a very important role in deepening students' interest in learning mathematics, understanding the content of mathematics knowledge and promoting the relationship between teachers and students. It is found that there are few researches on teacher-student dialogue from the point of view of practical mathematics classroom. There is not much research on the utterance of teachers and students in mathematics classroom teaching. Therefore, on the basis of establishing the framework of teacher-student dialogue analysis and from the perspective of classroom teaching, this study explores and summarizes the forms of teacher-student discourse development in classroom teaching, and probes into the direction of teacher-student discourse information from the perspective of content. Through reading the existing literature and combining with the actual situation of middle school mathematics classroom teaching, this paper defines the three core concepts vocabulary in this paper. In order to understand the differences between teachers, experienced teachers and backbone teachers in the discourse of teachers and students in mathematics classroom teaching, this study focuses on qualitative research, using case study method and classroom observation method. Three kinds of teachers are observed and recorded in the classroom. The results of this study show that in the form of dialogue, there are four types of discourse between teachers and students in classroom teaching: teachers and students, teachers and individual students. The teacher intersects with the individual and the whole class as well as the students. According to the transcriptional coding of classroom teaching content, the distribution of three teachers' discourse forms is analyzed, and the following rules are found: the teacher's total number of words accounts for more than 50% of the total number of classroom words, and the higher the teaching level, the higher the teacher's level. However, the ratio of the total number of teacher and student talk in class is lower. Secondly, the comparative study of discourse information flow. The following two rules are found: one is that three teachers need to increase the level of mathematics thinking, the other is that the three teachers pay more attention to students in class. Through the observation of several teachers' actual teaching classes, this paper compares and analyzes the differences between teachers and students' discourse in classroom teaching with different teaching experience, hoping to provide some help for the teachers at the beginning of their service to the backbone teachers. Can make the teacher job training more effective, can provide reference for the teacher's personal career development. Finally, aiming at the problems existing in teacher-student dialogue, this paper puts forward the teaching strategies from the perspectives of teachers and students' understanding of teacher-student dialogue in actual classroom teaching and the environment conducive to teacher-student dialogue.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：2085469