基于“教学用问题”的“新手—熟手—专家”型数学教师课堂教学的对比研究  

Contrast Study on "Problem-using Teaching" in Mathematics Classroom between "Novice-Practitioner-Expert" Teachers

作　　者：郭桂华 宋晓平[2] 

机构地区：[1]江苏省扬中高级中学,江苏扬中212200 [2]江苏大学理学院,江苏镇江212013

出　　处：《数学教育学报》2008年第2期51-54,共4页Journal of Mathematics Education

基　　金：江苏省教育科学“十一五”规划课题(D/2006/01/163);江苏大学教学改革项目——新课程背景下数学教师培养中实践环节的探索性研究(JGY2007054)

摘　　要：以“教学用问题”为分析工具，对相同教学内容，3类教师在数学课堂教学中的表现为：对教材的处理是基于教材，而高于教材；教学用问题的使用存在根本的差异；NT和PT对“元认知”的相关理论和“元认知提示性问题”的使用策略缺少认识；NT更倾向于在巩固中讲授，PT是在引导中逐步建构学生对概念的理解，教学用问题的综合性的使用是保证高效率数学教学的前提条件。Based on the ＂problem-using teaching＂, we studied the teaching procedure of three kind teachers. In this research, their teaching materials were same to each other. Out study showed that： their treatments were based on the textbook and surpass the textbook to some extent; but their ＂problem-using teaching＂ were totally different; NT and PT knew little about melcognitive theories and melcognitive-hinting strategy; NT preferred to teaching together with exercise, while PT using guidance gradually to build students＇ understanding of concepts. Then we came to a conclusion that integrated using of ＂problem-using teaching＂ was the prerequisite to high efficiency of teaching.

关 键 词：教学用问题 新手型教师 熟手型教师 专家型教师 

分 类 号：G632.4[文化科学—教育学]