双减背景下小学数学教师课堂教学的困惑与归因及建议——基于NVivo的质性研究  

Classroom Teaching Confusion,Attribution and Suggestions of Primary School Mathematics Teachers under the Background of“Double Reduction”——Qualitative Research Based on NVivo

作　　者：叶志强 YE Zhi-qiang(Chongqing Research Center for Child Development and Teacher Education,Chongqing Normal University,Chongqing 400700,China;School of Primary Education,Chongqing Normal University,Chongqing 400700,China)

机构地区：[1]重庆师范大学重庆市儿童发展与教师教育研究中心,重庆400700 [2]重庆师范大学初等教育学院,重庆400700

出　　处：《数学教育学报》2023年第4期78-84,共7页Journal of Mathematics Education

基　　金：重庆市教育委员会人文社会科学研究项目——“双减”背景下农村小学课后服务现状、问题和对策研究(22SKGH094);重庆市社会科学规划项目——重庆市农村小学全科教师数学素养现状、问题和提升路径研究(2020BS69);重庆市高等教育教学改革研究项目——基于TPACK的高校(文科)数学课堂分层教学实践研究(223147);重庆市教育科学规划项目——双减背景下小学课后服务困境与机制创新研究(K22YG205130)。

摘　　要：课堂教学是落实“双减”政策的关键环节,小学数学教师课堂教学困惑影响“双减”政策实施效果.基于扎根理论,对101位小学数学教师开展访谈,基于NVivo开展质性研究,梳理出“双减”背景下小学数学教师课堂教学困惑的主要表现:课堂优化标准上,“提质增效”与“教学时间不足”冲突;课堂教学主体上,“学生差异突出”与“教师‘分类教学’困难”矛盾;课堂教学过程上,“知识为本”与“过程体验”两难;课堂教学评价上,“全面评价导向”面临“评价体系不健全”的挑战.以上困惑可以归因为“双减”背景下小学数学“理想课程”到“现实课程”的错位,进而提出了生成小学“理想课程”的建议.Classroom teaching is the key link to implement the“double reduction”policy.The classroom teaching confusion of primary school mathematics teachers affects the implementation effect of the“double reduction”policy.Based on the grounded theory,101 primary school mathematics teachers were interviewed and a qualitative study was carried out based on Nvivo to clarify the main manifestations of classroom teaching confusion of primary school mathematics teachers under the background of“double reduction”:in terms of classroom optimization standards,there is a conflict between“improving quality and improving efficiency”and“insufficient teaching time”;In the main body of classroom teaching,there is a contradiction between“students’difference is prominent”and“teachers’difficulty in classified teaching”;In the classroom teaching process,“knowledge based”and“process experience”are dilemmas;In the classroom teaching evaluation,“comprehensive evaluation orientation”faces the challenge of“unsound evaluation system”.The research confirms that the above confusion can be attributed to the dislocation of primary school mathematics“ideal curriculum”to“realistic curriculum”under the background of“double reduction”,and then puts forward the suggestions for generating primary school“ideal curriculum”.

关 键 词：双减 小学数学教师 课堂教学 困惑 

分 类 号：G622[文化科学—教育学]