数学教育学报2024，Vol.33Issue(1)：44-50,7.
民族地区小学数学教师课堂教学个案研究
A Case Study of Primary School Mathematics Teachers'Classroom Teaching in Ethnic Regions
摘要
Abstract
Classroom teaching is a key factor affecting students'academic achievement in mathematics in ethnic regions.This paper compared and analyzed the arithmetic average classroom teaching videos of a primary mathematics teacher from ethnic regions and a primary mathematics teacher from a developed area in terms of classroom time distribution,teachers'language types,teachers'questioning types,and teachers'teaching focus.The study found that the classroom teaching of mathematics teachers in ethnic regions has the following characteristics compared with the classroom teaching of master teacher:the proportion of teachers'language is much higher than that of students'language;Classroom questions are mainly"yes or no questions"and"simple naming or statement questions",while"evaluation-focused questions"and"descriptive or explanatory questions"are insufficient,leaving insufficient time for students to think;focusing on teaching averages as an algorithm rather than statistics,and insufficient attention is paid to developing students'data analysis concepts.To this end,the following suggestions are put forward:teachers in ethnic regions should change their teaching beliefs and increase teaching knowledge through their own learning and reflection;teachers in ethnic regions should carry out targeted training according to concepts and mathematics content requirements of the new round of curriculum reform,and should combine"inland training"with"local training".关键词
民族地区/小学数学/课堂教学/平均数Key words
ethnic regions/primary school mathematics/classroom teaching/average分类
社会科学引用本文复制引用
桑比东周,宋乃庆,陈婷..民族地区小学数学教师课堂教学个案研究[J].数学教育学报,2024,33(1):44-50,7.基金项目
国家社会科学基金"十四五"规划2022年度教育学一般课题——藏族学生数学学习行为投入测评模型构建及应用研究(BMA220221) （BMA220221）
