【作者】 李庚青；

【导师】 昌国良；

【作者基本信息】 湖南师范大学 ， 学科教学， 2007， 硕士

【摘要】 预设式教学过分地强调预设与封闭,把教学仅仅看成是执行教案的过程,这样的教学常常使课堂变得机械、沉闷和程式化,缺乏生气和乐趣。因此新课程改革提出了动态生成的课堂教学观。“生成性”是对教学现实的规律的概括。然而目前数学课堂教学中,很少见生成,即使有生成,也是为了生成而生成,优质动态的生成境界很难达到。究竟是什么因素影响了教学的优质动态生成?这正是本文的研究目的。本课题采用理论研究法和问卷调查法分别对影响数学生成教学的因素进行了理论分析和实证研究,对来自问卷调查的数据运用了定量分析法处理。本课题首先运用描述统计的方法对影响数学生成教学的22个因素的重要性进行了研究,结果发现:(1)有各种不同的因素对数学生成教学产生影响;(2)22个因子对生成教学的贡献没有较大差别;(3)各个因子对生成教学的贡献都很大,都是影响生成教学的重要因子。为了从数学生成教学的众多影响因素中找出影响其存在发展的若干主要因素,使教师在生成教学中尽快地抓住主要矛盾,避免教学生成的被动和盲目。本研究进一步采用主成分分析法对调查所得的数据进行研究,找出了影响数学生成教学的6个主要成分:第一主成分称为教学活动及监控水平主成分;第二主成分称为教师教学实践智慧主成分:第三主成分称为教师教学态度与情境创设主成分;第四主成分称为学生认知情感与师生关系主成分:第五主成分称为教师知识与知识观主成分;第六主成分称为教育理念主成分。在本研究中,由于时间和知识水平的限制,只罗列了22个因素进行了实证研究。本人建议扩大研究变量和样本含量(测算至乡镇中学),继续应用主成分分析法对所有影响因素进行综合评价。对于本课题,本人认为还可进一步探讨教师教学经验的长短与他们就不同因子对于数学生成教学贡献做出的评价之间有怎样的相关性以及不同学校如何与不同因子对于数学生成教学的重要性有相关性。更多还原

【Abstract】 Ready teaching in advance emphasizes presupposition and sealing off excessively, considering teaching as the process being to carry out a teaching plan only, thereby, it makes classroom teaching become mechanical, dreary and stylization and is short of vigour and interest. Therefore new course reform has suggested the idea of classroom teaching on "comes into being". "Come into being" is the summarization to real law of teaching.But at present, "comes into being" is seldom seen in mathematics classroom teaching .Even if having coming into being, it is very difficult to reach about high grade come into being. what factor has affected the high grade development being teaching after all ? This exactly is the main body of this paper research purpose.In the paper theoretical analysis and demonstration studies have been in progress respectively to the factor affecting mathematics generating teaching in theory studies law and questionnaire investigation law, the law having wielded quantitative analysis to come from the data that the questionnaire inquires into handles. The problem studys the significance on 22 factors affecting mathematics generating teaching in description statistics method first. We discover: (1) various different factor affect mathematics generating teaching ; (2)22 factors are not bigger difference in contribution to mathematics generating teaching; (3) the factor contribution to generating teaching is one by one all very big, all factors important.Finding out some major factors that affect generating teaching exists and develops from 22 influencing factors, makes a teacher single out and tackle the principal contradiction as soon as possible in generating teaching, avoids generated teaching passivity and blind. For this purpose the problem studys the gained data in principal component analysis of educational statistics method and has found out 6 major factor affecting mathematics generating teaching: The first host components are called the teaching activity and monitor the level host component; The second host components are called the teacher teaching practice wisdom host component; The third host components are called teacher teaching attitude and circumstances creating the host component; The fourth host components are called student cognition emotion and teacher-student relations host components; The fifth host components are called teacher knowledge and the knowledge viewpoint host component; The sixth host components are called educating idea.We have studied only 22 factors since time and knowledge are horizontal, I suggest expanding the study variable and sample book contents (measure and calculate to villages and towns middle school), continue applying principal component analysis of educational statistics method to evaluate overall influencing factor. WE should discuss further correlativity between teacher teaching experience and the valuation on contribution to the mathematics generating teaching as well as correlativity between different school and the significance of different factor to the mathematics generating teaching.更多还原