摘要
教研制度是具有中国特色的教育体系中的一部分,数学教研组几乎存在于每一所学校.通过一个数学教研组活动的案例,揭示数学教师如何在3轮授课的教研活动中凭借经验有意识或无意识地运用基于"重点·难点·关键点"的关键性教学事件分析不断地"磨课"的过程.基于该数学教研组的案例,试图讨论这种通过集体合作研讨改进课堂教学的教研活动的特点,并期望教师们能够继承传统教研组活动中的精髓并更加有意识地应用到数学课例分析当中.
Teaching Research Organization is a part of China-characteristic educational system and mathematics Teaching Research Group(TRP) almost exists in every school in China. By a case study of a mathematics TRG activities, the improving process of three lessons on a same topic was presented, which is based on crucial incidents analysis method, so called Key Point, Difficult Point and Critical Point, consciously or unconsciously used by frontline teachers. In view of the case of TRG, features of this kind of collective discussion to improve lessons were summarized and the author expected more and more Chinese teachers could inherit the pith in traditional TRG activities and intentionally employ it in mathematical lesson studies.
出处
《数学教育学报》
CSSCI
北大核心
2015年第3期40-47,共8页
Journal of Mathematics Education
基金
教育部重点课题——数学问题情境创设的有效性研究(GIA117010)
关键词
课例研究
教研活动
关键性教学事件分析
重点
难点
关键点
lesson study
teaching research group activities
crucial incidents analysis
key point
difficult point
critical point
