促进数学学习创新的课堂规范案例研究
A Case Study of Classroom Norms That Promote Innovation in Mathematics Learning
摘要: 本文通过对某市A、B两所中学数学课堂中师生的教学行为和言语的考察,发现数学学习的创新与课堂规范有密切关系。B校的教师相比于A校更为年轻,其创建的课堂规范具有鼓励学生打破教师权威、鼓励丰富的课堂提问和师生互动以及更加注重学生主体性的特点,这样的课堂规范有利于促进学生对数学的理解和创新。
Abstract:
Through the investigation of the teaching behavior and language of the teachers and students in the mathematics class of A and B middle schools in a city, it is found that the innovation of mathematics learning is closely related to the classroom norms. Compared with school A, the teachers in School B are younger. The classroom norms created by School B are characterized by encouraging students to break the authority of teachers, encouraging rich classroom questioning and teacher-student interaction, and paying more attention to students’ subjectivity. Such classroom norms are conducive to promoting students’ understanding and innovation of mathematics.
参考文献
[1]
|
施良方, 崔允漷. 教学理论: 课堂教学的原理、策略与研究[M]. 上海: 华东师范大学出版社, 1999: 149.
|
[2]
|
崔允漷. 有效教学[M]. 上海: 华东师范大学出版社, 2009: 139.
|
[3]
|
Lampert, M. (1990) When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching. American Educational Research Journal, 27, 29-63.
|
[4]
|
陶威, 沈红. 批判性思维可教的涵义及实现[J]. 教育理论与实践, 2022, 42(10): 51-57.
|
[5]
|
陈海. 初中数学活动中批判性思维的培养与实例研究[D]: [硕士学位论文]. 武汉: 华中师范大学, 2012.
|
[6]
|
崔鸿阁. 规范课堂提问提高教学效率[J]. 化学教学, 1998(8): 18-20.
|
[7]
|
Donovan, M.S. and Bransford, J.D. (2005) How Students Learn: Mathematics in the Classroom. The National Academies Press, Washington, D.C., 217-223.
|
[8]
|
崔志荣. 数学理解重在“导” [J]. 数学通报, 2018, 57(5): 43-46.
|
[9]
|
李盼祖. 突出学生主体地位, 创设生动教学课堂——新课程标准下初中数学课堂教学模式研究[J]. 学周刊, 2016(19): 73-74.
|
[10]
|
许林. 新课标下的课堂规范应解放学生[J]. 中国民族教育, 2022(11): 12.
|