發(fā)布時(shí)間：2018-10-10 18:51

【摘要】：對(duì)話教學(xué)研究,已有眾多國(guó)內(nèi)外學(xué)者和一線教師進(jìn)行理論或?qū)嵺`的探索,但還不是有效地運(yùn)用于小學(xué)數(shù)學(xué)課堂中�；�于新課程理念中學(xué)生自主探究、學(xué)會(huì)質(zhì)疑、積極思考的主體性品質(zhì),提高課堂對(duì)話質(zhì)量是有必要的。為了更好落實(shí)對(duì)話教學(xué),深入研究對(duì)話教學(xué)課堂和傳統(tǒng)對(duì)答教學(xué)課堂的差異,為提高課堂教學(xué)質(zhì)量提供有益借鑒和參考,以對(duì)話作為研究的切入點(diǎn),選取小學(xué)五年級(jí)兩個(gè)班為研究對(duì)象,主要采用文獻(xiàn)法、課堂觀察法、案例分析法等研究法,研究?jī)?nèi)容為小學(xué)數(shù)學(xué)對(duì)答教學(xué)和對(duì)話教學(xué)課堂實(shí)錄的編碼對(duì)比分析。研究結(jié)果表明,第一,對(duì)話教學(xué)課堂的氛圍更加活躍、生動(dòng)有趣;第二,對(duì)話教學(xué)課堂中,教師提問(wèn)的類(lèi)型、提問(wèn)的方式、學(xué)生的回答、教師的反饋、對(duì)話教學(xué)的評(píng)價(jià)都是圍繞培養(yǎng)學(xué)生的思考能力、交往能力、合作能力;第三,對(duì)話教學(xué)課堂鼓勵(lì)學(xué)生提出質(zhì)疑,培養(yǎng)學(xué)生批判性思維。從而得到結(jié)論:實(shí)施對(duì)話教學(xué)班級(jí)的學(xué)生對(duì)于數(shù)學(xué)學(xué)習(xí)興趣顯然提高;課堂中的師生關(guān)系真正做到平等;學(xué)生更加主動(dòng)發(fā)現(xiàn)問(wèn)題、探究問(wèn)題、解決問(wèn)題;課堂的民主性落實(shí)了學(xué)生在課堂中的主人翁地位;課堂有效的對(duì)話讓學(xué)生將知識(shí)理解得更透徹,并學(xué)以致用。根據(jù)研究結(jié)論,提出實(shí)施對(duì)話教學(xué)建議:第一,構(gòu)建對(duì)話課堂環(huán)境;第二,確定對(duì)話教學(xué)目標(biāo);第三,設(shè)計(jì)對(duì)話話題呈現(xiàn);第四,加強(qiáng)對(duì)話教學(xué)過(guò)程的策略;第五,設(shè)置多元化對(duì)話教學(xué)評(píng)價(jià)的方式。
[Abstract]:The research of dialogue teaching has been explored theoretically or practically by many scholars and teachers at home and abroad, but it has not been effectively applied in the mathematics classroom of primary school. Based on the new curriculum concept, it is necessary for students to explore independently, learn to question and think positively, and to improve the quality of classroom dialogue. In order to carry out the dialogue teaching better, to study the difference between the dialogue teaching and the traditional answer teaching, to provide useful reference and reference for improving the classroom teaching quality, and to take the dialogue as the starting point of the research. Two classes of grade five in primary school were selected as the research objects, mainly using the methods of literature, classroom observation and case analysis. The content of the research was the comparative analysis of the coding of the classroom record of mathematics answer teaching and dialogue teaching in primary school. The results show that, first, the atmosphere of dialogue teaching is more active, lively and interesting; second, in the dialogue teaching classroom, the types of questions asked by teachers, the ways of asking questions, the students' answers, the feedback of teachers, The evaluation of dialogue teaching focuses on the cultivation of students' thinking ability, communication ability and cooperation ability; third, dialogue teaching encourages students to raise questions and cultivate students' critical thinking. The conclusion is as follows: the students' interest in mathematics learning is obviously improved in the class of dialogue teaching; the relationship between teachers and students in the classroom is truly equal; the students are more active in finding problems, exploring problems, and solving problems; The democratic nature of the classroom implements students' status as masters in the classroom, and effective dialogue in the classroom enables students to understand their knowledge more thoroughly and apply it to their study. Based on the conclusions of the study, the author puts forward some suggestions for implementing dialogue teaching: first, to build a dialogue classroom environment; second, to determine the teaching objectives of dialogue; third, to design the presentation of dialogue topics; fourth, to strengthen the strategy of dialogue teaching process; fifth, Set up a variety of dialogue teaching evaluation methods.
【學(xué)位授予單位】：集美大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.5

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