摘要
本研究以对我国不同地区五个主要省会城市60所学校的581名教师的问卷调查和对这些学校中5066名学生的数学能力和问题解决能力的测试结果为基础,分析了我国教师的教学方法及其对学生数学成绩和问题解决能力的影响。研究表明,我国的课堂教学基本上采用的是较为传统的方法,讲授法(教师主导)是最主要的教学方法,教师应用计算机主要是为了播放讲义。与此相适应,教师对于课程标准和上级部门指定教材较多采取一种认同和接受的态度。研究通过多元回归分析,发现课程、教学资源、教师的计算机应用、上级部门指定的教材、讲授教学法、讨论教学法对于数学成绩和问题解决能力的影响总体上显著,但是,对于不同城市而言,影响学生数学成绩和问题解决能力的因素及这些因素的显著性存在着差异。
Using the data from a survey of the total samples of 581 teachers, through question naire about their teaching methods, and 5066 stndents in Grade 9, through test in mathematics achievement and problem solving ability, from 60 schools among five capital cities in different areas in China, the paper analyzes the main teaching methods and their effects on students＇ mathematics achievement and problem solving ability. The research shows that the classroom teaching in China is predominated by more traditional modes. Lecturing （ teacher - centered or teacher controlled） is the most often used instructional method. Teachers use computers mainly for presenting their lecture outlines. Correspondingly, teachers mostly hold a positive attitude towards the curricula and the teaching materials designated by upper divisions. Multiple regression analyses are conducted to evaluate the impacts of curricula, teaching resources, teachers＇ computer use, teaching materials designated by the upper division, lecturing, and discussion on students＇ math achievement and problem solving ability. All the predictors are significant in terms of their impacts on students＇ math achievement and problem solving ability. However, the multiple regression analyses also indicate that there are obvious differences in the predictors＇ effects upon student math achievement and problem - solving ability between the five cities.
出处
《全球教育展望》
CSSCI
北大核心
2013年第2期34-44,62,共12页
Global Education
基金
教育部人文社会科学重点研究基地2009年度重大项目"学习与课程之关系研究"(项目编号:2009JJD880011)
教育部"新世纪优秀人才支持计划"(项目编号:NCET-10-0385)研究成果之一
关键词
教学方法
数学能力
问题解决能力
teaching methods
mathematics achievement
problem solving ability
