课程改革进程中初中数学课堂教学的变与不变——基于上海市2006年和2016年优质公开课的视频研究

The Changes and Unchanged in Middle School Mathematical Classroom Teaching During the Curriculum Reformin China:A Video Study of Shanghai Exemplary Lessons in 2006 and 2016

课堂是教育变革的主阵地,对课堂教学的实证研究是明晰课程改革实施效果的有效路径。运用课堂视频分析的方法,对2006年和2016年前后上海初中数学课堂的教学活动展开分析,研究发现数学课堂在十年间发生了如下变化:(1)数学任务数量有所降低,课堂教学紧凑的节奏有所松弛,学生有更多探索的时间。(2)学生的探索空间有所增大,主要表现为在探究新知环节教师主导的师生对话任务数量有所降低,学生有更多的时间参与数学任务讨论;在运用新知环节,教师减少了与学生直接对话解答任务,而适当增加了学生讨论、操作、游戏等任务数量。虽然从整体上看,我们的数学课堂任务数量仍然偏多,师生对话中教师的主导性仍很强,但是,这正是理论/政策主张和现实情境之间的张力之下课堂教学变革的现实选择。未来课堂教学改革的深化仍应是日常教学的"微变革"和项目、课题探索的"颠覆性变革"协同推进的。

Transforming classroom teaching is the key target of educational reform,so the effective way to clarify the effect of curriculum reform is doing empirical studies on classroom teaching.Through the analysis of the teaching activities in the Shanghai middle school mathematics classroom in 2006 and 2016,the research found that the mathematics classroom has undergone the following changes in the past ten years:(1)The number of mathematics tasks has decreased,and the density of classroom teaching has been released.Thus,students have been given more exploration time;(2)The exploration space of students has increased,which is mainly characterized by the fact that the number of teacher-student dialogue tasks led by teachers has reduced during the new knowledge exploration stage.Students have more time to participate in mathematical task discussions.And also,during the knowledge application stage,the teacher reduced the direct dialogue with the students and appropriately increased the number of students’discussions,operations,games,and other student-centered tasks.On the whole,there are still too many tasks in our mathematics classroom,and teachers still dominate the dialogue between teacher and students.However,the solution may be the best feasible choice when the teachers are in the tension between requirements of theory or policy and the practical constraints.It is suggested that innovation in the future be pushed forward by both the micro-innovation in the regular class and destructive innovation in pioneering projects and research.