高效数学教学行为的特征  

Features of Effective Mathematics Teaching Behavior

作　　者：王光明[1] 

机构地区：[1]天津师范大学教育学院

出　　处：《数学教育学报》2011年第1期35-38,共4页Journal of Mathematics Education

基　　金：全国教育教学“十一五”规划教育部重点课题——基础教育高效教学行为研究(DHA080091)

摘　　要：高效数学教学行为与低效教学行为相比较应该凸显科学性、智慧性与艺术性等特征．其中，“科学性”是指数学教师在教心、导学与发挥数学的教育性方面更具有合理性，即能够恰当确定教学目标以及教学重点与难点，在数学认知方面重视促进学生的深刻理解与帮助学生建立良好的数学认知结构，在非认知方面促进激发学生的数学求知欲与求识欲，在元认知方面给予学生必要的数学学习方法指导，恰到好处发挥数学的教育性，让学生适时沐浴数学精神、思想与方法，获得理性的数学思维的教育．“智慧性”是指在选择教学内容以及教学方法等方面具有智慧，在调控教学节奏方面也显现着教学的智慧．“艺术性”是指在教学、形体与板书语言方面以及管理方面显现着艺术特征．Effective mathematics teaching behavior compared to inefficient teaching behavior should show the scientific, intellectual and artistic and other features. Among them, the ＂science＂ meant more reasonable in teachers＇ teaching center, guidance and playing the educational aspect of mathematics, that was able to determine teaching goals and teaching importance and difficulties. It attached importance to the promotion of students＇ understanding, and helped students to establish good mathematical cognitive structure. In the non-cognitive aspects, it inspired students to want to seek knowledge, the meta-coguitive aspects of learning mathematics to give students the necessary methodological guidance. Playing the educational effect of mathematics, making the students understand mathematics spirit, ideas and methods to obtain a rational mathematical thinking education. ＂Wisdom＂ was wise in the choice of teaching content and teaching methods. Controlling the teaching rhythm showed the teaching wisdom. ＂Artistic＂ meant that teaching, body language, the writing on the blackboard and the management showed the artistic features.

关 键 词：高效 低效 数学教学行为 

分 类 号：G424[文化科学—课程与教学论]