本文選題：小學(xué)數(shù)學(xué)教師 + 課堂教學(xué)行為��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：教學(xué)行為是教師教學(xué)思想理念的具體體現(xiàn),是帶有目的性的社會(huì)行為。課堂教學(xué)仍然是學(xué)校教育的基本途徑,無論是當(dāng)今我國數(shù)學(xué)新課程改革還是在未來的教學(xué)改革中,課堂教學(xué)行為都是教學(xué)研究的重點(diǎn)。本研究以課堂教學(xué)行為作為研究對(duì)象和內(nèi)容,通過自己的思考和探索,為合理構(gòu)建小學(xué)數(shù)學(xué)教師的課堂教學(xué)行為提供實(shí)踐參考。本研究的意義在于:從理論角度看,為進(jìn)一步改善新城區(qū)小學(xué)數(shù)學(xué)教師課堂行為提供了理論基礎(chǔ),并對(duì)在職教師專業(yè)化能力培訓(xùn)有一定的借鑒價(jià)值:從實(shí)踐角度看,課堂教學(xué)行為的研究就是教師對(duì)他所從事的教學(xué)活動(dòng)的反思,從而指導(dǎo)教學(xué)實(shí)踐,也是提高教學(xué)質(zhì)量,實(shí)現(xiàn)有效教學(xué)的關(guān)鍵。本研究在對(duì)文獻(xiàn)研究的基礎(chǔ)上,采用了定性和定量的研究方法,對(duì)用問卷調(diào)查所收集來的數(shù)據(jù)進(jìn)行分析研究。本文通過對(duì)新城區(qū)小學(xué)數(shù)學(xué)教師教學(xué)行為整體概況分析的調(diào)查研究,以及展開對(duì)管理行為、例題講解行為、提問行為、文字呈示行為、理答行為的細(xì)化研究,發(fā)現(xiàn)新城區(qū)小學(xué)數(shù)學(xué)教師的課堂行為存在一定問題。如:提問學(xué)生的頻率較高,課堂提問總數(shù)難以控制在有效范圍內(nèi);在課堂管理中有不當(dāng)教學(xué)行為出現(xiàn);教師的理答行為比較保守,不能加深學(xué)生對(duì)教育活動(dòng)內(nèi)容的印象,缺乏對(duì)學(xué)生的引導(dǎo);重點(diǎn)內(nèi)容及各知識(shí)點(diǎn)間的聯(lián)系在板書中沒有呈現(xiàn)等。針對(duì)問題的存在,分別選擇性別、教齡、學(xué)歷三個(gè)維度對(duì)教學(xué)行為進(jìn)行差異分析,在五類教學(xué)行為中的確存在著以上三個(gè)維度對(duì)教師教學(xué)行為所產(chǎn)生的一定影響作用。其原因主要包括:教師缺乏對(duì)專業(yè)理論知識(shí)的深入學(xué)習(xí)、教學(xué)理念的更新及教學(xué)中運(yùn)用講述行為的能力;教師提問缺乏有效性;板書使用不合理;教師理答反饋行為和評(píng)價(jià)方式使用不當(dāng)。本研究在改進(jìn)新城區(qū)小學(xué)數(shù)學(xué)教師課堂教學(xué)行為對(duì)策分析中,提出了以下五點(diǎn):第一,提升數(shù)學(xué)教師專業(yè)素養(yǎng);第二,加強(qiáng)數(shù)學(xué)教師在職培訓(xùn):第三,豐富講述方式的組織性和邏輯性;第四,啟發(fā)學(xué)生獨(dú)立思考,發(fā)展學(xué)生的邏輯思維能力;第五,注重理答方式和評(píng)價(jià)方式的多樣化選擇。通過教學(xué)行為的研究,觀測課堂教學(xué)全過程的同時(shí),借助這個(gè)重要窗口,還能探尋出復(fù)雜現(xiàn)象背后隱藏的真正意向,以此來溝通教師與學(xué)生之間的一種特殊關(guān)系,而數(shù)學(xué)學(xué)科的嚴(yán)密邏輯性,將這種關(guān)系連接得更加緊密。因此研究數(shù)學(xué)教師的課堂教學(xué)行為,為提升有效教學(xué)效果,促進(jìn)學(xué)生學(xué)習(xí)能力的改善,與學(xué)生一同分享教育成果的過程日益凸顯了其重要的價(jià)值。
[Abstract]:Teaching behavior is the concrete embodiment of teachers' teaching ideology and social behavior with purpose.Classroom teaching is still the basic way of school education. Classroom teaching behavior is the focus of teaching research both in the new curriculum reform of mathematics in our country and in the future teaching reform.This research takes classroom teaching behavior as the research object and content, through own reflection and exploration, provides the practical reference for the reasonable construction of the classroom teaching behavior of primary school mathematics teachers.The significance of this study lies in: from a theoretical point of view, it provides a theoretical basis for further improving the classroom behavior of primary school mathematics teachers in Xincheng District, and has a certain reference value for in-service teachers' professional ability training: from a practical point of view,The study of classroom teaching behavior is not only the reflection of the teacher's teaching activities, but also the key to improve the teaching quality and realize the effective teaching.On the basis of literature research, this study adopts qualitative and quantitative research methods to analyze the data collected by questionnaire.Through the investigation and research on the general situation of teaching behavior of primary school mathematics teachers in Xincheng District, and the detailed research on management behavior, illustrative behavior, questioning behavior, text presentation behavior, and answering behavior, the paper makes a detailed study on the management behavior, the explaining behavior, the questioning behavior, the text presentation behavior, and the answering behavior.It is found that there are some problems in the classroom behavior of primary school mathematics teachers in Xincheng District.For example: the frequency of questioning students is high, the total number of classroom questions is difficult to control in an effective range; there are improper teaching behaviors in classroom management; teachers' rational and answer behavior is conservative and cannot deepen the students' impression of the content of educational activities.Lack of guidance to the students, key content and the relationship between the knowledge points are not presented in the blackboard.In view of the existence of the problem, the author analyzes the differences of teaching behavior in three dimensions of gender, teaching age and education respectively, and there is a certain effect of the above three dimensions on the teaching behavior of teachers in the five kinds of teaching behaviors.The main reasons include: teachers lack of in-depth study of professional theoretical knowledge, the renewal of teaching concepts and the ability to use narrative behavior in teaching, the lack of effectiveness of teachers' questioning, the unreasonable use of blackboard;Teachers' feedback behavior and evaluation methods are not properly used.In the analysis of the countermeasures to improve the classroom teaching behavior of primary school mathematics teachers in Xincheng District, this study puts forward the following five points: first, to enhance the professional quality of mathematics teachers; second, to strengthen the in-service training of mathematics teachers; third,It enriches the organization and logic of narration; fourth, enlightens students to think independently and develops students' logical thinking ability; fifthly, pays attention to the diversified choice of the ways of answering and evaluating.Through the research of teaching behavior, observing the whole process of classroom teaching, at the same time, with the help of this important window, we can also find out the real intention hidden behind the complex phenomenon, so as to communicate a special relationship between teachers and students.And the rigorous logic of mathematics subject, this kind of relation is connected more closely.Therefore, the study of mathematics teachers' classroom teaching behavior, in order to improve the effective teaching effect and improve the students' learning ability, the process of sharing the educational achievements with the students has increasingly highlighted its important value.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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