大班数概念集体教学活动中教师使用数学语言的问题及对策  

Problems and Countermeasures of Teachers Using Mathematical Language in Collective Teaching Activities of Senior Class Number Concept

作　　者：王艳芝[1] 徐丹丹 WANG Yan-zhi;XU Dan-dan(Department of Preschool Education,College of Home Economics,Hebei Normal University,Shijiazhuang 050024,China;The first Kindergarten of Xingtai,Xingtai 054000,China)

机构地区：[1]河北师范大学家政学院学前教育系,河北石家庄050024 [2]河北省邢台市第一幼儿园,河北邢台054000

出　　处：《陕西学前师范学院学报》2022年第9期85-95,共11页Journal of Shaanxi Xueqian Normal University

摘　　要：教师数学语言的使用对幼儿的数学学习具有重要作用。本研究对大班数概念集体教学活动进行视频分析,借鉴TIMSS1995师生言语编码将教师数学语言划分为提问类、信息类、指示类和领会类数学语言,研究发现教师数学语言具有情境性、准确性、简洁性和重复性等特点。教师在使用数学语言过程中,封闭型提问过多;信息类数学语言缺乏层次性;指示类数学语言具有表面性;领会类数学语言缺乏针对性。教师应重视数学语言的教育作用,在活动前做好精心的设计与预设;在活动中利用教育机智把控数学语言;活动后及时反思,在实践、反思、再实践、再反思的循环过程中建构和提升自己的数学语言。The use of mathematical language by teachers plays an important role in the mathematical learning of young children.In this study,a video analysis of the collective teaching activities of the concept of senior class numbers was carried out,and the mathematical language of teachers was divided into questions,information,instructions and comprehension mathematical languages by drawing on TIMSS1995 teacher and student speech code,and it was found that teachers'mathematical languages have the characteristics of situa-tionality,accuracy,conciseness and repetition.In the process of using mathematical language,teachers ask too many closed questions;informational mathematical language lacks hierarchy;instructional mathematical language is superficial;comprehension mathematical language lacks pertinence.Teachers should pay attention to the educational role of mathematical language,do a good job of careful de-sign and preset before the activity,use the educational mechanism to control the mathematical language in the activity;reflect in time af-ter the activity,and construct and improve their mathematical language in the cycle of practice,reflection,re-practice and re-reflection.

关 键 词：数概念 集体教学 教师数学语言 

分 类 号：G615[文化科学—学前教育学]