民族地区数学教师课堂教学语言的现状  

Mathematical Classroom Teaching Language in Compulsory Education in Ethnic Areas

作　　者：梁芳[1] 宋佰玲 杨鹏宇 

机构地区：[1]中央民族大学理学院,北京100081 [2]内蒙古包头市第二十五中学,内蒙古包头014010 [3]内蒙古包头铁路第五中学,内蒙古包头014010

出　　处：《民族教育研究》2017年第5期44-50,共7页Journal of Research on Education for Ethnic Minorities

基　　金：教育部民族教育研究中心项目"中美少数民族学生数学学习的比较研究"(项目编号:mjzxyb1420)阶段性成果之一

摘　　要：本文选取甘肃、四川、贵州、内蒙古、广西、新疆6省区义务教育阶段数学教师课堂录像各两节为研究对象,分析发现:(1)民族地区数学教师的提问性语言占各类课堂教学语言的50%以上,其次是反馈性语言、讲解性语言、过渡性语言,激励性语言、启发性语言、命令性语言、比喻性语言、总结性语言占比较小;(2)民族地区数学教师的课堂提问以识记性提问、理解性提问和机械式提问为主,推理性提问占比很小,创造性提问基本没有;(3)民族地区数学课堂中教师话语量占课堂总话语量的86%,学生话语量偏少。建议民族地区数学教师讲授性语言宜少而精,并增加高认知提问及激励性语言、启发性语言,适当增加学生课堂话语权,以此激发学生数学学习兴趣,培养其积极的数学情感。A study was made by using the video of two mathematical classes in compulsory education taught by teachers from Gansu,Sichuan,Guizhou,Inner Mongolia,Guangxi and Xinjiang respectively. The analysis of the videos shows that 1） teachers ＇ interrogative language accounts for more than 50% of the classroom language,followed by feedback language,expository language,and transitional language,while the percentage of incentive language,heuristic language,imperative language,figurative language and summative language is rather small; 2） in asking questions,the majority questions are memorizing,understanding and mechanical ones,while the percentage of reasoning questions is rather small and basically without creative ones; and 3） in mathematical classes,teacher＇s talk accounts for 86% of the total classroom talk with less talk of students. It is suggested that in mathematical classes,teacher＇s talk should be few and well chosen by using more highly cognitive questions,incentive and heuristic languages,and students＇ classroom discourse should be appropriately increased so as to stimulate their interest in learning mathematics and cultivate their positive emotion for mathematics.

关 键 词：民族地区 数学教师 课堂教学语言 课堂提问 

分 类 号：G755[文化科学—教育学]