摘要
20世纪80年代的教学指导思想是“启发式”,“讲深讲透”成为追求的手段,在客观上占据了学生可以主动发挥的时间和空间.在20世纪90年代,大家比较推崇能力培养,“教师主导”有所“让步”于“学生主体”,教师在实施教学时相对开放,“讲深讲透”转变为“精讲多练”,学生自主学习的机会相应增多.在大约十年的跨度上,优秀教师都十分重视“双基”训练,培养学生高水平思维能力的传统仍然被继承下来,成为教学发展中一种稳定的因素.
From the perspective of phenomenography, two videotaped mathematics lessons was observed, compared and analyzed and the features of those eras were extracted. The quantitative and qualitative analysis of the global structure of and the questioning in the lessons showed that in the teaching behaviors there were some essential differences reflecting the impact of new beliefs and ideologies about teaching. The evidences also showed that excellent teachers did keep and carry on the good tradition basic knowledge and basic skill are seen as the most important thing in mathematics teaching.
出处
《数学教育学报》
2003年第3期5-9,共5页
Journal of Mathematics Education
基金
上海市重点学科建设项目资助
关键词
教学
进化
继承
录像课
比较研究
自主学习
case
comparative study
qualitative research
teaching strategy
teaching behavior
