摘要
教科书是实现课程目标、实施教学的重要资源,情境亦是实现价值引领与素养导向的重要载体,为了解数学教师对教科书问题情境的使用情况,研究以8位一线初中数学教师为研究对象,采用课堂观察法、课后跟踪式访谈法和录像分析法,借助NVivo12软件进行质性分析。研究发现:教学理念上新手型教师重兴趣驱动,经验型教师重目标导向;情境呈现上新手型教师重信息技术,经验型教师重传统板书;情境认知上新手型教师重感性认识,经验型教师重理性思考;开发使用上新手型教师指向知识传授,经验型教师指向认知发展,进而得到两类教师各自使用教科书问题情境的教学模式,即“传授”模式和“发展”模式。为此,给出教科书问题情境使用的教学建议,希望对教科书编写具有积极意义。
Textbooks are essential resources for achieving curriculum objectives and facilitating instruction,while contexts serve as significant carriers for guiding values and cultivating competencies.To understand how mathematics teachers utilize problem scenarios in textbooks,this study selected eight in-service junior high school mathematics teachers as research subjects.Employing classroom observation,post-class follow-up interviews,and video analysis,the study conducted qualitative analysis with the assistance of NVivo12 software.The findings reveal that in terms of teaching philosophy,novice teachers emphasize interest-driven approaches,whereas experienced teachers focus on goal-orientation.In the presentation of contexts,novice teachers lean towards information technology,while experienced teachers prefer traditional blackboard writing.In terms of situational cognition,novice teachers prioritize intuitive understanding,whereas experienced teachers emphasize rational thinking.In the development and usage of contexts,novice teachers aim at knowledge transmission,while experienced teachers target cognitive development.This leads to the identification of two distinct teaching models for utilizing textbook problem scenarios among the two types of teachers:the"transmission"model and the"development"model.Consequently,the study provides pedagogical recommendations for the use of textbook problem scenarios,hoping to offer positive implications for textbook compilation.
作者
石义娜
夏小刚
吴京霖
SHI Yi-na;XIA Xiao-gang;WU Jing-lin(School of Mathematical Sciences,Guizhou Normal University,Guiyang,Guizhou,550025;School of Educational Sciences,Kaili University,Kaili,Guizhou,556011)
出处
《贵州师范学院学报》
2024年第12期68-76,共9页
Journal of Guizhou Education University
基金
贵州省省级一流课程建设项目“中学数学教学设计”
2024年贵阳学院教育教学改革项目“基于SPOC的混合式教学在《中学数学教材教法》课程中的设计与实践”(GYXYJG2024F38)。
关键词
数学教师
教科书
问题情境
质性分析
使用现状
Mathematics Teachers
Textbooks
Problem Contexts
Qualitative Analysis
Current Status of Use
