以教学反思为载体的中职数学课堂教学的研究
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摘要
教学反思,又称“反思性教学”,是在教学实践过程中教师对自身的教学行为不断进行反思的一种行为,是教师将自己的教学活动和课堂情境作为认知对象,对教学行为和教学过程进行批判的、有意识的分析与再认识的过程。也是教师专业成长与发展过程中的关键性因素,是取得实际教学效果并使教师的教学参与更为主动、专业发展更为积极的一种有效方法和途径。
中职学校数学课程是一门重要的文化基础课,也是各专业学生的必修课。然而,目前中职学校数学课堂教学存在着一些问题:教师教学观念有些落后,教学方法没有创新,不能充分调动学生学习数学的积极性,课堂教学效果不甚理想;同时,目前的中职学生基础较差,厌学情绪较为严重,对数学缺乏一定的兴趣。
笔者结合十几年的中职数学教学实践,开展了以教学反思为载体的中职数学课堂教学的研究,本课题的研究旨在提高中职青年教师的反思意识和反思能力,特别是我校青年教师的各方面的能力,通过写反思日记、对话反思、课堂实录反思、教后记反思等等,切实提高中职数学课堂教学效率,同时也给初入行的中职青年教师以借鉴。
Teaching reconsidering, also called“the reconsidering teaching”, is a behavior carried on by teachers. In this teaching practice process, teachers constantly reconsider their teaching behaviors. Teachers consider their teaching activities and classroom situation as the cognition object. It is a process that teachers carry on the critique, analyse consciously and have a cognition. It is a key factor in teachers’professional growth and development. It is also an effective method which can obtain the actual effect of teaching and make teachers more involved in the initiative, more positive in teachers’professional development.
Mathematics curriculum is an important cultual basic course in secondary vocational school. It is also a required course for each specialized student. However, there are some problems in classroom teaching of mathematics in secondary vocational school at present. Some teaching conceptions of teachers are backwardness. The teaching method has not innovated. Classroom teachhing can’t mobilize students to learn mathematics actively and the teaching results are less than excepted. Simultaneously, students’foundation is poor at present. They have serious emotional weariness and lack of interest in mathematics.
The author combines with more than a decade of teaching practice, and regards teaching reconsidering as the carrier to make researches on mathematics teaching in the classroom in secondary vocational school. The purpose of this research is to raise young teachers’awareness and ability of reconsidering in secondary school. Through writing the reconsidering diaries, dialogue reconsidering, classroom factual record reconsidering, teaching notes and so on, we can effectively improve the efficiency of classroom teaching of mathematics. Simultaneously, it also can give young teachers some profit in secondary school.
中职学校数学课程是一门重要的文化基础课,也是各专业学生的必修课。然而,目前中职学校数学课堂教学存在着一些问题:教师教学观念有些落后,教学方法没有创新,不能充分调动学生学习数学的积极性,课堂教学效果不甚理想;同时,目前的中职学生基础较差,厌学情绪较为严重,对数学缺乏一定的兴趣。
笔者结合十几年的中职数学教学实践,开展了以教学反思为载体的中职数学课堂教学的研究,本课题的研究旨在提高中职青年教师的反思意识和反思能力,特别是我校青年教师的各方面的能力,通过写反思日记、对话反思、课堂实录反思、教后记反思等等,切实提高中职数学课堂教学效率,同时也给初入行的中职青年教师以借鉴。
Teaching reconsidering, also called“the reconsidering teaching”, is a behavior carried on by teachers. In this teaching practice process, teachers constantly reconsider their teaching behaviors. Teachers consider their teaching activities and classroom situation as the cognition object. It is a process that teachers carry on the critique, analyse consciously and have a cognition. It is a key factor in teachers’professional growth and development. It is also an effective method which can obtain the actual effect of teaching and make teachers more involved in the initiative, more positive in teachers’professional development.
Mathematics curriculum is an important cultual basic course in secondary vocational school. It is also a required course for each specialized student. However, there are some problems in classroom teaching of mathematics in secondary vocational school at present. Some teaching conceptions of teachers are backwardness. The teaching method has not innovated. Classroom teachhing can’t mobilize students to learn mathematics actively and the teaching results are less than excepted. Simultaneously, students’foundation is poor at present. They have serious emotional weariness and lack of interest in mathematics.
The author combines with more than a decade of teaching practice, and regards teaching reconsidering as the carrier to make researches on mathematics teaching in the classroom in secondary vocational school. The purpose of this research is to raise young teachers’awareness and ability of reconsidering in secondary school. Through writing the reconsidering diaries, dialogue reconsidering, classroom factual record reconsidering, teaching notes and so on, we can effectively improve the efficiency of classroom teaching of mathematics. Simultaneously, it also can give young teachers some profit in secondary school.
引文
[1]崔美荣.《江苏省职业教育发展现状调研报告》[J].职业教育研究,2007,9:4-5
[2] L.Valli.Reflective Teach Education;Case and Critiques,State University of New York Press,1992,P100
[3]熊川武,《反思性教学》[M].上海:华东师范大学出版社,1999.10
[4]王策,《教学论稿》[M]人民教育出版社,1985年6月
[5]杨小微,《现代教学论》[M],山西教育出版社,2004年7月第一版
[6]顾明远主编,《教育大辞典》[M]第1卷,上海教育出版社,1990年6月
[7]《中国大百科全书.教育》[M],中国大百科全书出版社,1985年
[8]饶玲,《课程与教学论》[M],中国时代经济出版社,2004年5月第一版
[9]袁振国,《当代教育学》[M],教育科学出版社,1998年
[10]施良方等,《教学理论—课堂教学的原理、策略与研究》[M],华东师范大学出版社,2003年2月第7版
[11]柳海民,《教育原理》[M]东北师范大学出版社2000年7月第2版
[12]杜威.我们怎样思维[M],人民教育出版社,1991.
[13]弗赖登塔尔著,陈昌平、唐瑞芬译,数学教育再探[M].上海:上海教育出版社,1992. 2:148.
[14]卢真金,反思性教学及其历史发展[J],全球教育展望,2001.2.
[15]张建伟,反思----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.
[16] (美)Sandra Hollingsworth主编,国际视野中的行动研究一不同教育变革实例[M].北京:中国轻工业出版社2002年译本:156.
[17]毕田增、赵敬春,走进校本学习与培训[M].北京:开明出版社,2003.7:16、47-48.
[18]唐瑞芬主编,《数学教学理论选讲》[M],华东师范大学出版社,2001年1月第一版.
[19]奚定华,《数学教学设计》[M],华东师范大学出版社,2001年1月.
[20]张奠宙等著,《数学教育学导论》[M],高等教育出版社,2003年4月.
[21]孔企平等编著,《数学新课程与数学学习》[M].高等教育出版社,2003年11月
[22]陈珍,张建伟,《再论建构主义学习观》[J]华东师范大学学报(教科版),1998年第一期.
[23]孔企平等编著,《数学新课程与数学学习》[M],高等教育出版社,2003年11月.
[24]张建伟、陈琦,从认知主义到建构主义[J].北京师范大学学报(社会科学版),1996.4.
[25]郑毓信,数学教育:从理论到实践[M].上海:上海教育出版社,2001:35-38.
[26]邹尚智,校本教研指导[M].北京:首都师范大学出版社,2004.11:24、26-27.
[27]赵振威,《中学数学教材教法》(第一分册),华东师范大学出版社,1998年,P212 .
[28]波利亚,《怎样解题》,上海科技教育出版社,P23.
[29]杨艳红,《中职数学课堂教学的举例艺术》[J],中学数学月刊,2008(11).
[2] L.Valli.Reflective Teach Education;Case and Critiques,State University of New York Press,1992,P100
[3]熊川武,《反思性教学》[M].上海:华东师范大学出版社,1999.10
[4]王策,《教学论稿》[M]人民教育出版社,1985年6月
[5]杨小微,《现代教学论》[M],山西教育出版社,2004年7月第一版
[6]顾明远主编,《教育大辞典》[M]第1卷,上海教育出版社,1990年6月
[7]《中国大百科全书.教育》[M],中国大百科全书出版社,1985年
[8]饶玲,《课程与教学论》[M],中国时代经济出版社,2004年5月第一版
[9]袁振国,《当代教育学》[M],教育科学出版社,1998年
[10]施良方等,《教学理论—课堂教学的原理、策略与研究》[M],华东师范大学出版社,2003年2月第7版
[11]柳海民,《教育原理》[M]东北师范大学出版社2000年7月第2版
[12]杜威.我们怎样思维[M],人民教育出版社,1991.
[13]弗赖登塔尔著,陈昌平、唐瑞芬译,数学教育再探[M].上海:上海教育出版社,1992. 2:148.
[14]卢真金,反思性教学及其历史发展[J],全球教育展望,2001.2.
[15]张建伟,反思----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.
[16] (美)Sandra Hollingsworth主编,国际视野中的行动研究一不同教育变革实例[M].北京:中国轻工业出版社2002年译本:156.
[17]毕田增、赵敬春,走进校本学习与培训[M].北京:开明出版社,2003.7:16、47-48.
[18]唐瑞芬主编,《数学教学理论选讲》[M],华东师范大学出版社,2001年1月第一版.
[19]奚定华,《数学教学设计》[M],华东师范大学出版社,2001年1月.
[20]张奠宙等著,《数学教育学导论》[M],高等教育出版社,2003年4月.
[21]孔企平等编著,《数学新课程与数学学习》[M].高等教育出版社,2003年11月
[22]陈珍,张建伟,《再论建构主义学习观》[J]华东师范大学学报(教科版),1998年第一期.
[23]孔企平等编著,《数学新课程与数学学习》[M],高等教育出版社,2003年11月.
[24]张建伟、陈琦,从认知主义到建构主义[J].北京师范大学学报(社会科学版),1996.4.
[25]郑毓信,数学教育:从理论到实践[M].上海:上海教育出版社,2001:35-38.
[26]邹尚智,校本教研指导[M].北京:首都师范大学出版社,2004.11:24、26-27.
[27]赵振威,《中学数学教材教法》(第一分册),华东师范大学出版社,1998年,P212 .
[28]波利亚,《怎样解题》,上海科技教育出版社,P23.
[29]杨艳红,《中职数学课堂教学的举例艺术》[J],中学数学月刊,2008(11).