基于FIAS的中学数学专家型与新手型教师课堂教学特征比较研究

【作者】 李婷婷；

【导师】 罗新兵；

【作者基本信息】 陕西师范大学 ， 课程与教学论， 2013， 硕士

【摘要】 随着我国数学课程改革的不断深入,提高数学教师的专业素质成为了数学教育改革的热点问题,而其中新手型教师的成长与发展更是引起了众多专家、学者,乃至学校和教育主管部门的密切关注。本研究试图将弗兰德斯互动分析系统与课堂观察法、教师访谈法等相结合,尝试构建一个重视量化和体现细节的课堂教学研究模式,对数学专家型与新手型教师的课堂教学特征进行比较,从而发现新手型数学教师与专家型数学教师之间的差异,指出专家型教师所具备的优势,并为年轻数学教师的专业成长提供建议。本研究共计五章。第1章首先阐述了选题的原因,然后说明了研究意义,以及研究的思路和方法,最后界定了相关概念。第2章总结了专家型与新手型教师在内涵界定、知识结构、心理特征、问题解决、教学行为方面的研究现状及趋势。第3章详细介绍了弗兰德斯互动分析系统的编码表、编码规则、分析方法,以及其最新的发展和研究结论。第4章采用弗兰德斯互动分析系统从语言结构、教师倾向、情感气氛和提问发言四个维度,分别对打折销售、函数的单调性、幂的乘方三组中学数学专家型教师与新手型教师的课堂教学开展研究,并结合访谈法、观察法等对所获得的数据进行分析与解释。第5章总结研究的结论,针对教师职前、职后教育,以及教师的自我提高给出几点参考建议,并对本研究进行回顾,提出了展望。本研究旨在通过比较专家型教师与新手型教师数学课堂教学,为同笔者一样的新手型教师指出课堂中可能存在的问题,以及亟待提高的教学技能。更多还原

【Abstract】 With the development of reform on the mathematics curriculum, it has become a heated debate that the professional qualities of teachers in mathematics should be improved. And the growth and development of novice teachers has got broad attention of numerous experts, scholars, and even of schools and administrative department on education. The research combined Flanders Interaction Analysis System with classroom observations and teacher interviews in order to tentatively build a research mode on classroom teaching which focuses on quantification and details. This mode can make a comparison of teaching characteristics between expert teachers and novice teachers in mathematics. The differences between them and the advantages of expert teachers can be found out, which could offer suggestions on professional development for mathematics teachers.This research consisted of five chapters.Chapter I firstly discussed the reasons of the selection of this topic. Secondly, explained the significance, the ideas and methods of the research, the last defined the related concepts.Chapter II summarized the status and trends of the expert and novice teachers in aspects of connotation definition, knowledge structure, psychological characteristics, problem solving and teaching behavior.Chapter III introduced the coding categories, the coding rules, the analytical methods and the latest developments of Flanders Interaction Analysis System.Chapter IV made a research on classroom teaching between expert teachers and novice teachers from three mathematic teaching cases of middle school concerning discount sales, monotonicity of function and power of a power, based on Flanders Interaction Analysis System from four dimensions---Language Structure, Teaching Style, Emotional Circumstance, Question and Answer. It also made an analysis and explanations on achieved data with the combination of interviewing method and observation method.Chapter V summarized the conclusions of study, and gave some suggestions about teachers’ pre-job training, post-job training and self promotion. And reviewed the whole research, and pointed out some expectations.This study aimed to indicate possible problems in class of novice teachers just like the author by comparison between expert teachers and new teachers. And pointed out the teaching skills of new teachers remained to be improved.更多还原