民族地区小学数学教师课堂教学个案研究OA北大核心CSTPCD

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".