新老教师数学抽象概括教学差异的比较研究  

Comparative Study of the New and Experienced Teachers’ Differences in the General Teaching of Mathematical

作　　者：斯海霞[1] 叶立军[1] 

机构地区：[1]杭州师范大学理学院

出　　处：《数学教育学报》2010年第6期53-55,共3页Journal of Mathematics Education

基　　金：浙江省精品课程建设项目——数学学科教学论(ZX09041004);杭州师范大学教改重点项目——区域、互动、合作的教师教育人才培养模式的创新与实践(HSD07001)

摘　　要：在教学过程中,利用弱抽象概括教学引出新知,利用强抽象概括教学巩固新知,老教师比新教师更注重弱抽象概括教学;从教学时间上看,课堂教学中强抽象概括教学所用时间明显多于弱抽象概括教学,且老教师更注重对于新规则的讲解;从教学内容及教学方式上看,弱抽象概括教学以教师讲解为主,强抽象概括教学注重学生参与,老教师重视与学生的互动,而新教师则注重学生的自主参与、学生练习;精讲精练展开强抽象概括教学及利用弱抽象概括教学引出新知都有利于实现学习的正迁移.In the classroom teaching,teachers use weak generalization to introduce new knowledge and use the strong generalization to consolidate that. The experienced teacher pays more attention to the weak generalization than the new teacher. Both of the teachers spent time on strong generalization＇s teaching is more than the weak generalization＇s teaching,and the experienced teacher pays more attention to the new knowledge＇s explanation. Both of the teachers＇ teaching lay special emphasis on teacher＇s explanation in the weak generalization and lay special emphasis on student engagement in strong generalization. The strong generalization＇s teaching by the refined explanation and exercise and the new knowledge＇s introducing by the weak generalization＇s teaching are conducive to execution the positive transfer of learning.

关 键 词：抽象概括教学 新老教师 比较研究 

分 类 号：G424.1[文化科学—课程与教学论]