数学课堂中的“三项式”对话及其完善策略
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摘要
数学课堂是数学教育改革的据点,从独白的数学教学走向对话的数学教学是我国中小学数学课堂教学转型的方向。笔者经过多次课堂观察发现,当前数学课堂中普遍存在着以教师诱导——学生回答——教师评价为单位的"三项式"对话。通过对其发生机制的举例分析,与一般对话的对比研究,以及对学生影响的探讨,可以发现教师在教学观念、人称关系和知识内容等方面存在诸多问题。对此,本文尝试从进行生成性评价、建构话语共同体、创生数学意义等层面思考完善策略,从而真正实现数学课堂中的对话教学。
Mathematical classroom is the base of mathematics education reform. From monologue mathematics teaching to dialogue mathematics teaching is the direction of mathematics classroom teaching transformation in primary and middle schools in China. After many classroom observations,it is found that there is a "trinomial"dialogue in the current mathematics classroom with the teacher "induction"— the student "answer"—the teacher "evaluation". Through the case analysis of its mechanism,the comparative study with the general dialogue,and the discussion of the influence of students,it is found that teachers have many problems in the concept of teaching; personal relationship and knowledge content,and try to make a generative evaluation and construction. The "discourse community",the creative meaning of mathematics and other aspects of thinking and perfecting strategies,so as to truly realize the dialogue teaching in the mathematics classroom.
Mathematical classroom is the base of mathematics education reform. From monologue mathematics teaching to dialogue mathematics teaching is the direction of mathematics classroom teaching transformation in primary and middle schools in China. After many classroom observations,it is found that there is a "trinomial"dialogue in the current mathematics classroom with the teacher "induction"— the student "answer"—the teacher "evaluation". Through the case analysis of its mechanism,the comparative study with the general dialogue,and the discussion of the influence of students,it is found that teachers have many problems in the concept of teaching; personal relationship and knowledge content,and try to make a generative evaluation and construction. The "discourse community",the creative meaning of mathematics and other aspects of thinking and perfecting strategies,so as to truly realize the dialogue teaching in the mathematics classroom.
引文
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[7]Burbules,N. C. Dialoguein Teaching:Theory and Practice[M]. New York and London:Teaehers College,Columbia Universit,1993:82.
[8]安世遨.对话共同体:大学校园文化建设新取向[J].现代教育管理,2010(7):48-52.
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[10]Brookfield,S. D. Discussionas away of teaching[M].Buckingham:SRHE and Open University Press,1999:77-78.
[11]刘兰英.数学课堂师生对话分析的内容框架构建[J].全球教育展望,2013(5):91-99.
[12]潘德荣.基于“此在”的诠释学[J].安徽师大学报,1996(2):144-150.
[2][日]佐藤学.课程与教师[M].钟启泉译.北京:教育科学出版社,2003:110.
[3][苏]瓦·阿·苏霍姆林斯基.给教师的建议[M].杜殿坤译.北京:教育科学出版社,1984:85.
[4][美]约翰·杜威.学校与社会·明日之学校[M].赵祥麟等译.北京:人民教育出版社,1994:50.
[5][美]Courtney B. Cazden.教室言谈:教与学的语言[M].蔡敏玲等译.中国台北:心理出版社,2001:4.
[6][日]佐藤学.学习的快乐——走向对话[M].钟启泉译.北京:教育科学出版社,2004:111-113.
[7]Burbules,N. C. Dialoguein Teaching:Theory and Practice[M]. New York and London:Teaehers College,Columbia Universit,1993:82.
[8]安世遨.对话共同体:大学校园文化建设新取向[J].现代教育管理,2010(7):48-52.
[9][苏]列·符·赞可夫.和教师的谈话[M].杜殿坤译.北京:教育科学出版社,1980:35.
[10]Brookfield,S. D. Discussionas away of teaching[M].Buckingham:SRHE and Open University Press,1999:77-78.
[11]刘兰英.数学课堂师生对话分析的内容框架构建[J].全球教育展望,2013(5):91-99.
[12]潘德荣.基于“此在”的诠释学[J].安徽师大学报,1996(2):144-150.
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