促进数学学习创新的课堂规范案例研究  

A Case Study of Classroom Norms That Promote Innovation in Mathematics Learning

作　　者：王璐 

机构地区：[1]新疆师范大学数学科学学院,新疆 乌鲁木齐

出　　处：《创新教育研究》2024年第5期653-658,共6页Creative Education Studies

摘　　要：本文通过对某市A、B两所中学数学课堂中师生的教学行为和言语的考察,发现数学学习的创新与课堂规范有密切关系。B校的教师相比于A校更为年轻,其创建的课堂规范具有鼓励学生打破教师权威、鼓励丰富的课堂提问和师生互动以及更加注重学生主体性的特点,这样的课堂规范有利于促进学生对数学的理解和创新。Through the investigation of the teaching behavior and language of the teachers and students in the mathematics class of A and B middle schools in a city, it is found that the innovation of mathematics learning is closely related to the classroom norms. Compared with school A, the teachers in School B are younger. The classroom norms created by School B are characterized by encouraging students to break the authority of teachers, encouraging rich classroom questioning and teacher-student interaction, and paying more attention to students’ subjectivity. Such classroom norms are conducive to promoting students’ understanding and innovation of mathematics.

关 键 词：课堂规范 数学创新 批判性思维 

分 类 号：G63[文化科学—教育学]