中小学数学课堂中“三项式”对话的问题与破解

Problems and Solutions of “Trinomial”Dialogue in the Math Classroom of Primary and Middle Schools

中小学数学课堂中的“三项式”对话即在数学课堂教学过程中发生的,以数学话语为媒介,以“教师提问、学生回答、教师评价”为定型规则的对话方式,它是现实数学课堂以“第二种课堂教学”为特征的产物。当前数学课堂中形成“三项式”对话的主要原因是教师的教学惯难以改变、新的教学观念没有真正实施、课堂话语规训压制学生自主性等方面;而要转变这种对话形式,增强学生自主性、构建课堂共同体、提升数学教师素质等是基本的路径。

The “trinomial” dialogue in the mathematics classroom of primary and secondary schools occurs in the process of mathematics classroom teaching. The mathematical discourse is used as the medium, and the “teacher question, student answer, teacher evaluation” is the dialogue mode of stereotypes. It is the real mathematics. The classroom is characterized by “second class teaching.” The specific factors that form the “trinomial” dialogue in the current mathematics classroom are mainly reflected in the difficulty in changing the teaching habits of teachers, the fact that new teaching concepts are not implemented, and the discourse of class discourse to suppress student autonomy;Enhancing student autonomy, building a classroom community, and improving the quality of mathematics teachers are basic path choices.