初中数学教学“学思结合 知行统一”调研结果及其简要分析

Research Results and Its Brief Analysis about "the Combination about Learning and Thinking,Unity of Knowledge and behavior" of the Junior Middle School Mathematics Teaching

对天津市6个区县94所学校415名数学教师,天津市4个区县11所学校440名学生的调研,发现：（1）学生方面,对＂学思结合,知行统一＂的自我认知随年级的增长呈下降趋势,同时,在学习主动性与思维能力表现上存在不足;（2）教师方面,在自我反思、引发学生独立思维与变式教学上存在问题;（3）相关性方面,第一,班级规模与＂学思结合,知行统一＂的效果息息相关;第二,补课次数越多,学生越倾向于过多记忆数学,教师对学生＂学思结合,知行统一＂方面的指导就越弱;第三,教师越不重视每节课的＂学思结合,知行统一＂的教学活动,学生自我感知学习的压力越大,也就越不喜欢该教师;第四,教师布置课下作业越多,课上越不重视一题多变、一题多问,也就越不重视引发独立思考与实际应用等＂学思结合,知行统一＂的教学活动;第五,课上,教师越不重视让学生上讲台向全班同学阐述各自的观点或解题方法,越不重视数学实践活动,布置给学生的课下作业就越多,学生也就越不喜欢数学学科.

We research about ＂the combination about learning and thinking, unity of knowledge and behavior＂. We investigated the primary and middle school students in Tianjin. We found that the students awareness of the problem of insufficient. The teacher cannot reasonable guiding students. Class size affects the study results. Teachers should reduce the lessons. Teachers should pay attention to every class. Teachers should be less homework. Teachers should pay attention to mathematical practice.