【摘要】：隨著課程改革的不斷深入,課堂有效性引起了人們的廣泛關(guān)注,教師的教學(xué)語言作為影響課堂教學(xué)質(zhì)量的關(guān)鍵因素也成為了研究的焦點(diǎn)。本文通過對(duì)國內(nèi)外相關(guān)研究的了解與分析,并在此基礎(chǔ)上,建立了數(shù)學(xué)教學(xué)語言對(duì)比研究框架。采用課堂觀察、視頻錄像分析、課堂實(shí)錄分析、質(zhì)化研究與量化研究相結(jié)合等方法,從專家教師與新手教師的教學(xué)語言類型,即聽覺教學(xué)語言與視覺教學(xué)語言兩個(gè)角度分項(xiàng)研究,并將新手教師與專家教師數(shù)學(xué)教學(xué)語言的準(zhǔn)確性進(jìn)行對(duì)比分析,得到二者之間的差異,分析其產(chǎn)生差異的原因,并提出提高教師教學(xué)語言表達(dá)能力的建議。目的是通過對(duì)比分析,為教師的專業(yè)成長提供寶貴的建議。研究的主要內(nèi)容及結(jié)論如下:(1)新手教師使用的聽覺教學(xué)語言明顯高于專家教師。專家教師的聽覺教學(xué)語言主要發(fā)生在新知探索教學(xué)環(huán)節(jié),而新手教師的教學(xué)語言主要出現(xiàn)在例題講解教學(xué)環(huán)節(jié)。新手教師以提問性教學(xué)語言為主,學(xué)生的應(yīng)答主要表現(xiàn)為機(jī)械型應(yīng)答;專家教師以啟發(fā)性教學(xué)語言為主,學(xué)生的應(yīng)答主要表現(xiàn)為理解型應(yīng)答。(2)專家教師與新手教師在幾何課上的視覺教學(xué)語言以圖形語言為主,在代數(shù)課上的以符號(hào)語言為主。專家教師的視覺教學(xué)語言的使用情況普遍高于新手教師。專家教師的運(yùn)用符號(hào)語言和圖形語言的頻數(shù)高于新手教師,在新知探索環(huán)節(jié)使用視覺教學(xué)語言的數(shù)量高于新手,而新手教師在例題講解教學(xué)環(huán)節(jié)使用的視覺教學(xué)語言較頻繁。(3)新手教師與專家教師數(shù)學(xué)教學(xué)語言的準(zhǔn)確性存在較大的差異。新手教師在課堂教學(xué)中的教學(xué)語言表現(xiàn)出許多問題,主要表現(xiàn)在教師自身教學(xué)語言表達(dá)的準(zhǔn)確性(教學(xué)語言歧義、數(shù)學(xué)概念術(shù)語表述不規(guī)范)和教師對(duì)學(xué)生數(shù)學(xué)語言表達(dá)錯(cuò)誤的察覺及糾正兩個(gè)方面。新手教師與專家教師教學(xué)語言存在差異可能是由新手教師與專家教師在教學(xué)經(jīng)驗(yàn)、教學(xué)反思、教師自身知識(shí)結(jié)構(gòu)等方面的不同所導(dǎo)致的。針對(duì)以上情況,提出提高教師的數(shù)學(xué)教學(xué)語言表達(dá)能力的幾點(diǎn)建議:(1)精簡數(shù)學(xué)聽覺教學(xué)語言,將時(shí)間留給學(xué)生。(2)精心設(shè)計(jì)提問,提高學(xué)生應(yīng)答的有效性。(3)加強(qiáng)視覺教學(xué)語言訓(xùn)練,注重語義轉(zhuǎn)換。(4)深入學(xué)習(xí)數(shù)學(xué)專業(yè)知識(shí),提高數(shù)學(xué)專業(yè)素養(yǎng)。(5)關(guān)注學(xué)生數(shù)學(xué)語言的表達(dá),教學(xué)相長。(6)對(duì)教學(xué)經(jīng)驗(yàn)進(jìn)行深入反思。
[Abstract]:With the deepening of curriculum reform, classroom effectiveness has aroused widespread concern. As a key factor affecting the quality of classroom teaching, teachers' teaching language has become the focus of research. Based on the understanding and analysis of related researches at home and abroad, this paper establishes a comparative research framework of mathematical teaching language. By using the methods of classroom observation, video analysis, classroom recording analysis, qualitative research and quantitative research, the teaching language types of expert and novice teachers are analyzed. That is to say, from the two angles of auditory and visual teaching language, the accuracy of novice and expert teachers' mathematical teaching language is compared and analyzed, and the difference between them is obtained, and the reasons for the difference are analyzed. Some suggestions on how to improve teachers' ability of teaching language expression are put forward. The purpose is to provide valuable suggestions for teachers' professional development through comparative analysis. The main contents and conclusions are as follows: (1) novice teachers use more auditory language than expert teachers. The listening teaching language of the expert teacher mainly occurs in the teaching link of the new knowledge exploration, while the teaching language of the novice teacher mainly appears in the teaching link of explaining the example. Novice teachers mainly use questioning teaching language, and students' responses are mainly mechanical ones. The main teaching language of expert teachers is enlightening teaching language, and the students' response is mainly comprehensible response. (2) the visual teaching language of expert teachers and novice teachers in geometry class is mainly graphic language, and the symbol language is the main language in algebra class. The use of visual teaching language of expert teachers is generally higher than that of novice teachers. The frequency of using symbol language and graphics language is higher than that of novice teacher, and the number of visual teaching language used in new knowledge exploration is higher than that of novice. The novice teachers use the visual teaching language more frequently in the teaching process. (3) there are great differences in the accuracy of the mathematical teaching language between the novice teacher and the expert teacher. The teaching language of novice teachers in classroom teaching shows many problems, mainly in the accuracy of teachers' own teaching language expression (teaching language ambiguity, And teachers' detection and correction of students' mathematical language expression errors. The differences in teaching language between novice and expert teachers may be caused by the differences between novice and expert teachers in teaching experience, teaching reflection, teachers' knowledge structure and so on. In view of the above situation, some suggestions are put forward to improve the teachers' ability to express the mathematics teaching language: (1) to simplify the teaching language of mathematics hearing, and to leave time to the students. (2) to design questions carefully. Improve the effectiveness of student response. (3) strengthen the training of visual teaching language, pay attention to semantic transformation. (4) in-depth study of mathematics professional knowledge, improve mathematics professional accomplishment. (5) pay attention to the expression of students' mathematical language, Teaching each other. (6) in-depth reflection on teaching experience.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

【引證文獻(xiàn)】

相關(guān)會(huì)議論文 前2條

1 艾小根;邱杰;胡e，

本文編號(hào)：2424669