初中数学课堂有效教学的认知差异与实践策略——基于个案的研究

Cognitive Differences and Practice Strategies about Effective Mathematics Classroom Teaching in Junior Middle School——Based on Cases Study

在对两个普通初中班级4节数学课录像的基础上，对每班绩优生、中等生、学困生等3类学生各2名（共12名）以及任课教师进行课堂行为回顾、访谈，发现在不同类型的学生之间、教师和学生之间，在数学课堂有效教学的教学方式和心理环境条件认同上存在许多的共同点和多样的差异，它提示教师在提高数学课堂教学的有效性时需要根据学生的数学学习需要，在具体的教学方式和心理环境条件因素上进行有针对性的处置．

With the analysis of 4 mathematics teaching videos and interviews with 2 teachers, 2 outstanding students, 2 middle-grade students and 2 students with lower scores （12 in total） from every class on the methods and psychology environment conditions for effective mathematics teaching in junior middle school, it shows that there are many common aspects and differences in diversity in students of 3 different types, between teachers and students. To improve the effectiveness of mathematics teaching in junior middle school, teachers need disposing teaching methods and psychological factors of environmental conditions specifically, according to the students＇ mathematics learning needs.