关于数学概念教学的反思模式研究
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摘要
教学反思可以促进教师职业发展和个人成长,提高自己的职业水平,使教育教学工作能与时俱进,通过反思,教师可以不断更新教学观念,改善教学行为,提升教学水平,同时形成对教学现象、教学问题的深层次思考和创造性见解。
通过数学教学反思,教师在实践中能不断领悟并认同新课改的教育、教学理念,发展对数学、数学学习和数学教学的新认识,重新定位数学教学活动中学生和教师的角色,积极主动地尝试新数学教育观下的教学实践,从而有效推进新课程改革。
本研究强调在自身实践基础上的理论概括,在对古典概型的教学案例进行解剖与反思的基础上,结合元认知、建构主义等理论的指导,提出数学概念教学反思的基本范式,并反馈到课堂教学实践进行检验,在实践基础上再进行修正和完善。在具体研究过程中,以“质”的研究为主,将录像分析法、访谈法、内省法以及问卷法等综合使用,并形成如下结论:
(一)对教学反思的文献进行整理,并归纳出相关的成果;
(二)对当地(瑞安)高中数学教师的反思教学现状进行抽样调查研究,形成量化分析结论;
(三)采用教学录像分析,对《古典概型》的教学实践进行反思,并形成反思性教学设计案例;
(四)概括出数学概念教学的反思模式,并进行试验、推广。
Teaching reflection can motivate the professional development and self growth of teachers, so that we can improve our professional proficiency and teaching with times. Through reflection, teachers can continuously renew teaching concepts, improve teaching behavior and teaching proficiency; meanwhile, form deep-level thoughts and creative opinions about phenomenon and problems appearing in teaching.
Through reflection in maths teaching, teachers can constantly understand and agree to the educational and teaching theories of the New Curriculum Reform in teaching practice, develop a new understanding of mathematics, maths learning and teaching, re-position the roles of teachers and students in maths teaching and learning activities and try teaching practice of the new maths teaching concept actively, thus promoting the new curriculum reform effectively.
This research puts emphasis on the summary of theories on the basis of personal practice and the dissection and reflection of teaching cases of classical models of probability, combining the instruction of the theories of Yuan cognition and construction principle to put forward the basic models of reflection of maths concept teaching and feedback to the classroom teaching practice to test them, so that they can be modified and perfected on the basis of practice. In the process of research, it mainly focuses on the research of“quality”and synthesizes the methods of video analysis, interview, introspection and questionnaire to form the following conclusions:
1. Sorting out the documents of teaching reflection and summing up the related achievements.
2. Doing sample investigation about the present situation of teaching reflection of local maths teachers and forming the conclusion of quantification analysis.
3. adopting teaching video analysis to reflect on the teaching practice of classical models of probability and teaching design of reflective teaching.
4. summing up the reflective mode of maths concept teaching, experimenting and promoting it.
通过数学教学反思,教师在实践中能不断领悟并认同新课改的教育、教学理念,发展对数学、数学学习和数学教学的新认识,重新定位数学教学活动中学生和教师的角色,积极主动地尝试新数学教育观下的教学实践,从而有效推进新课程改革。
本研究强调在自身实践基础上的理论概括,在对古典概型的教学案例进行解剖与反思的基础上,结合元认知、建构主义等理论的指导,提出数学概念教学反思的基本范式,并反馈到课堂教学实践进行检验,在实践基础上再进行修正和完善。在具体研究过程中,以“质”的研究为主,将录像分析法、访谈法、内省法以及问卷法等综合使用,并形成如下结论:
(一)对教学反思的文献进行整理,并归纳出相关的成果;
(二)对当地(瑞安)高中数学教师的反思教学现状进行抽样调查研究,形成量化分析结论;
(三)采用教学录像分析,对《古典概型》的教学实践进行反思,并形成反思性教学设计案例;
(四)概括出数学概念教学的反思模式,并进行试验、推广。
Teaching reflection can motivate the professional development and self growth of teachers, so that we can improve our professional proficiency and teaching with times. Through reflection, teachers can continuously renew teaching concepts, improve teaching behavior and teaching proficiency; meanwhile, form deep-level thoughts and creative opinions about phenomenon and problems appearing in teaching.
Through reflection in maths teaching, teachers can constantly understand and agree to the educational and teaching theories of the New Curriculum Reform in teaching practice, develop a new understanding of mathematics, maths learning and teaching, re-position the roles of teachers and students in maths teaching and learning activities and try teaching practice of the new maths teaching concept actively, thus promoting the new curriculum reform effectively.
This research puts emphasis on the summary of theories on the basis of personal practice and the dissection and reflection of teaching cases of classical models of probability, combining the instruction of the theories of Yuan cognition and construction principle to put forward the basic models of reflection of maths concept teaching and feedback to the classroom teaching practice to test them, so that they can be modified and perfected on the basis of practice. In the process of research, it mainly focuses on the research of“quality”and synthesizes the methods of video analysis, interview, introspection and questionnaire to form the following conclusions:
1. Sorting out the documents of teaching reflection and summing up the related achievements.
2. Doing sample investigation about the present situation of teaching reflection of local maths teachers and forming the conclusion of quantification analysis.
3. adopting teaching video analysis to reflect on the teaching practice of classical models of probability and teaching design of reflective teaching.
4. summing up the reflective mode of maths concept teaching, experimenting and promoting it.
引文
[1]辞海[Z]上海:上海辞书出版社,1999:320
[2]熊川武.反思性教学[M]上海:华东师范大学出版社,1999:48
[3]杜威(美).我们怎样思维·经济与教育[M].北京:人民教育出版社,1991
[4]单中威.杜威的反思性思维与教学理论浅析[J] .清华大学教育研究,2002,(1)
[5]王妙里.反思教学中教师内省智慧的探索[D].国立台北师范学院课程与教学研究所,2002
[6]欧惠敏.反思教学的理念与策略[J].教育研究月刊,2003,(11)
[7] 章建跃等.数学教学反思的内容与方法[J]中国数学教育,2008(4):2-3、4、13
[8]王秀明,王家铧,李忠海.寓“理解”于数学概念[J].数学教育学报,2005,5(2):26
[9] 粱英.基于认知心理学理论的数学概念教学分析[J]. 广东技术师范学院学报,2006(4):102-103
[10]何小亚.教育战争与数学教育的出路[J].数学教育学报,2008(1):73
[11]鲁献蓉,钱丽谈.关于教学反思的个案调查[J].中学教研(数学),2007(11):4
[12]喻平.数学教育心理学[M].广西:广西教育出版社,2004
[13]曹才翰,章建跃.数学教育心理学[M].北京:北京师范大学出版社,1999
[14]郑毓信,梁贯成.认知科学:建构主义与数学教育[M].上海教育出版社,2002
[15]张艳霞,龙开奋,张奠宙.数学教学原则研究[J].数学教育学报,2007,(5)
[16]章伟民.建构主义及其教学设计原则[J],外语电化教学,2000,(9)
[17]董奇.论元认知[J].北京师范大学学报,1989,(1)
[18]弗赖登塔尔.作为教育任务的数学[M].上海:上海教育出版社,1995
[19]马复.教学反思一一从经验型教学走向合理型教学[J].中学数学月刊,2000,(9)
[20]周根龙.试论数学教学反思[J].数学教育学报,2003,(2)
[21]单中威.杜威的反思性思维与教学理论浅析[J].清华大学教育研究,2002,(1)
[22]王妙里.反思教学中教师内省智慧的探索[D].国立台北师范学院课程与教学研究所,2002
[23]欧惠敏.反思教学的理念与策略[J].教育研究月刊,2003,(11)
[24]张建伟.反思一一改进教师教学行为的新思路[J].北京师范大学学报(社会科学版),1997,(4)
[25]饶从满.反思型教师与教师教育运动初探[J].东北师范大学学报(哲学社会科学版),2000,(5)
[26]周以宏.写数学教学后记之我见[J].中学数学月刊,2000,(8)
[27]刘艳云.数学日记的反思[J].数学教育学报,1999,(2)
[28][美]. 孙昌识,苗丹民译.理查德莱什数学概念和程序的获得[M].济南山东教育出版社,1991
[29]粱英.基于认知心理学理论的数学概念教学分析[J].广东技术师范报,2006 ,(4)
[30]林浩.中学数学概念教学的再思考——基于两种数学概念教学模式的比较[J].教学在线
[31]李善良.数学概念学习中的错误分析[J].数学教育学报,2002,(11)
[32]李莉.学生学习数学概念的层次分析[J].数学教育学报,2002,8(3)
[33]罗新兵,罗增儒.数学概念表征的初步研究[J].数学教育学报,2003,5(2)
[34]李善良,关于数学概念意象的研究[J].数学教育学报,2004,8(3)
[35]姜俊华.新课标下高中数学概念教学探析[J].理科教学探索,2006,(2)
[36]张耀.数学概念教学研究综述[J].运城学院学报,2005,(4)
[37]李莉.学生学习数学概念的层次分析[J].数学教育学报,2002,8(2)
[38]李善良.现代认知观下的数学概念学习与教学[M ].南京:江苏教育出版社.2005
[39]中华人民共和国教育部.全日制义务教育数学课程标准(实验稿).北京:北京师范大学出版社,2001
[40]中华人民共和国教育部.普通高中数学课程标准(实验).人民教育出版社,2003
[41]宋莉莉,章建跃.新教材(A版本)必修3的内容特点及使用.实践课程
[42]凌卫红.新课标下古典概型的教学设计[J].高中教学教与学,2007,(6)
[43]杜镇中.谈谈古典概型的教学[J].遵义师范学院学报,2004,(12)
[44]杨文杰.讲授古典概率应注意的几个问题[J].锦州师范学院学报(自然科学版),2002,(9)
[45]田载今,林立军.对初中生学习概率定义的思考[J].数学教育学报,2006,(11)
[46]李 俊.学习概率中认知的发展[J].数学教育学报,2002,(11)
[47]Borasi, R. & Rose. B.:1989. Journal Writing and Mathematics Instruction.Educational Studies in Mathematics
[48] Bell, E.S.& Bell, R.N. 1985. Writing and mathematics problem solving: arguments in favor of sunthesis . School Science and Mathematics
[49]Miller, L.D. 1992.Teacher benefits from using impromptu writing prompts in algebra classes. Journal of Research in Mathematics Education, 23(4)
[50] Clarke, D, Waywood, A. and Stephens, M: 1993, Educational Studies in Mathematics 25(3)
[2]熊川武.反思性教学[M]上海:华东师范大学出版社,1999:48
[3]杜威(美).我们怎样思维·经济与教育[M].北京:人民教育出版社,1991
[4]单中威.杜威的反思性思维与教学理论浅析[J] .清华大学教育研究,2002,(1)
[5]王妙里.反思教学中教师内省智慧的探索[D].国立台北师范学院课程与教学研究所,2002
[6]欧惠敏.反思教学的理念与策略[J].教育研究月刊,2003,(11)
[7] 章建跃等.数学教学反思的内容与方法[J]中国数学教育,2008(4):2-3、4、13
[8]王秀明,王家铧,李忠海.寓“理解”于数学概念[J].数学教育学报,2005,5(2):26
[9] 粱英.基于认知心理学理论的数学概念教学分析[J]. 广东技术师范学院学报,2006(4):102-103
[10]何小亚.教育战争与数学教育的出路[J].数学教育学报,2008(1):73
[11]鲁献蓉,钱丽谈.关于教学反思的个案调查[J].中学教研(数学),2007(11):4
[12]喻平.数学教育心理学[M].广西:广西教育出版社,2004
[13]曹才翰,章建跃.数学教育心理学[M].北京:北京师范大学出版社,1999
[14]郑毓信,梁贯成.认知科学:建构主义与数学教育[M].上海教育出版社,2002
[15]张艳霞,龙开奋,张奠宙.数学教学原则研究[J].数学教育学报,2007,(5)
[16]章伟民.建构主义及其教学设计原则[J],外语电化教学,2000,(9)
[17]董奇.论元认知[J].北京师范大学学报,1989,(1)
[18]弗赖登塔尔.作为教育任务的数学[M].上海:上海教育出版社,1995
[19]马复.教学反思一一从经验型教学走向合理型教学[J].中学数学月刊,2000,(9)
[20]周根龙.试论数学教学反思[J].数学教育学报,2003,(2)
[21]单中威.杜威的反思性思维与教学理论浅析[J].清华大学教育研究,2002,(1)
[22]王妙里.反思教学中教师内省智慧的探索[D].国立台北师范学院课程与教学研究所,2002
[23]欧惠敏.反思教学的理念与策略[J].教育研究月刊,2003,(11)
[24]张建伟.反思一一改进教师教学行为的新思路[J].北京师范大学学报(社会科学版),1997,(4)
[25]饶从满.反思型教师与教师教育运动初探[J].东北师范大学学报(哲学社会科学版),2000,(5)
[26]周以宏.写数学教学后记之我见[J].中学数学月刊,2000,(8)
[27]刘艳云.数学日记的反思[J].数学教育学报,1999,(2)
[28][美]. 孙昌识,苗丹民译.理查德莱什数学概念和程序的获得[M].济南山东教育出版社,1991
[29]粱英.基于认知心理学理论的数学概念教学分析[J].广东技术师范报,2006 ,(4)
[30]林浩.中学数学概念教学的再思考——基于两种数学概念教学模式的比较[J].教学在线
[31]李善良.数学概念学习中的错误分析[J].数学教育学报,2002,(11)
[32]李莉.学生学习数学概念的层次分析[J].数学教育学报,2002,8(3)
[33]罗新兵,罗增儒.数学概念表征的初步研究[J].数学教育学报,2003,5(2)
[34]李善良,关于数学概念意象的研究[J].数学教育学报,2004,8(3)
[35]姜俊华.新课标下高中数学概念教学探析[J].理科教学探索,2006,(2)
[36]张耀.数学概念教学研究综述[J].运城学院学报,2005,(4)
[37]李莉.学生学习数学概念的层次分析[J].数学教育学报,2002,8(2)
[38]李善良.现代认知观下的数学概念学习与教学[M ].南京:江苏教育出版社.2005
[39]中华人民共和国教育部.全日制义务教育数学课程标准(实验稿).北京:北京师范大学出版社,2001
[40]中华人民共和国教育部.普通高中数学课程标准(实验).人民教育出版社,2003
[41]宋莉莉,章建跃.新教材(A版本)必修3的内容特点及使用.实践课程
[42]凌卫红.新课标下古典概型的教学设计[J].高中教学教与学,2007,(6)
[43]杜镇中.谈谈古典概型的教学[J].遵义师范学院学报,2004,(12)
[44]杨文杰.讲授古典概率应注意的几个问题[J].锦州师范学院学报(自然科学版),2002,(9)
[45]田载今,林立军.对初中生学习概率定义的思考[J].数学教育学报,2006,(11)
[46]李 俊.学习概率中认知的发展[J].数学教育学报,2002,(11)
[47]Borasi, R. & Rose. B.:1989. Journal Writing and Mathematics Instruction.Educational Studies in Mathematics
[48] Bell, E.S.& Bell, R.N. 1985. Writing and mathematics problem solving: arguments in favor of sunthesis . School Science and Mathematics
[49]Miller, L.D. 1992.Teacher benefits from using impromptu writing prompts in algebra classes. Journal of Research in Mathematics Education, 23(4)
[50] Clarke, D, Waywood, A. and Stephens, M: 1993, Educational Studies in Mathematics 25(3)
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