教师个人教学逻辑的建构研究——基于小学数学教师的个案分析  

The Study of the Construction of Teacher’s Personal Teaching Logic:Case Analysis Based on Mathematics Teachers in Primary School

作　　者：董静 DONG Jing(School of Education Science, Bohai University,Jinzhou,Liaoning,121000,China)

机构地区：[1]渤海大学教育科学学院

出　　处：《基础教育》2019年第3期86-93,共8页Journal of Schooling Studies

基　　金：2018年教育部人文社会科学一般项目青年基金“教师个人教学逻辑的建构表现及其合理发展研究”(课题号:18YJC880010)阶段成果;辽宁省2018年社科联一般项目“中小学教师知识共享途径的有效性研究”(课题号:2018lslktyb-003)阶段成果

摘　　要：教学逻辑研究旨在通过具体教学问题解决的过程,揭示教师教学思维的依据,强调教学问题解决过程中教学决策的合理化。本研究运用个案分析的方法,通过课堂观察、访谈和文本分析的方法对两名小学数学教师进行研究。研究发现,不同教师建构的个人教学逻辑在价值诉求、认知性质、认知程度、知识提取、逻辑链接等方面呈现出鲜明的表征差异。情感体验建立基础的不同、经验范围和种类的不同、专业发展模式选择的不同以及教学反思水平的不同是导致教师个人教学逻辑表征差异的重要影响因素。The purpose of teaching logic research is to reveal the basis of teachers'teaching thinking through the process of solving specific teaching problems, and to emphasize the rationalization of teaching decision-making in the process of solving teaching problems. In this study, two primary school mathematics teachers were studied by case study, classroom observation, interviews and text analysis. The research finds that the individual teaching logic constructed by different teachers has distinct representational differences in value appeal, cognitive nature, cognitive level, knowledge extraction and logical links. Different foundations of emotional experience, different scope and types of experience, different choices of professional development modes and different levels of teaching reflection are the important factors that lead to the differences in teachers'logical representation of teaching.

关 键 词：教学逻辑 表征差异 影响因素 

分 类 号：G451[文化科学—教育学]