摘要
基于"平行线性质"一节职前教师和有经验的在职教师的同课异构发现:职前教师在教学过程的导入环节所设计的情境简单且显抽象;新知建构环节所设计的教学方法和手段单一,不能用多种表征呈现知识;例题与应用环节的设计缺乏变式和明确的目的;小结梳理部分的设计流于形式,总的还呈现出教学各个环节设计的意图不清晰,目的不明确.促进职前教师"理解数学","理解学生","理解教学"发展教学实践性知识是提高数学教学设计能力的关键.
Based on the same teaching content but different teaching process of "the parallel nature" by preservice teacher and experienced teacher,we found that preservice teacher’s teaching process designs showed the teaching began is simple and slightly abstract; he(or she)can’t use a variety of characterization teaching methods to present knowledge at construction stage; Examples and application link design lack of variable type and clear purpose; Summary carding parts design become a mere formality,general also present a teaching design intent is not clear,the purpose is not clear.Promote the preservice teachers "understanding mathematics","understanding students","understanding teaching",develop their teaching practical knowledge is the key to improve the ability of mathematics teaching design.
出处
《数学教育学报》
CSSCI
北大核心
2014年第3期35-39,共5页
Journal of Mathematics Education
基金
四川省人文社会科学重点研究基地—西华师范大学四川省教育发展研究中心资助项目——初中数学教师专业学习现状问题与对策研究(CJF012029)
关键词
职前教师
教学设计
问题
启示
preservice teachers
teaching design
problem
suggestions
