小学数学教师“问题提出”教学信念及其课堂教学行为研究

Research on Elementary School Mathematics Teachers’Teaching Belief of“Problem Posing”and Their Classroom Teaching Behavior

“问题提出”是培养学生创新能力及核心素养的有力抓手,当前,有关“问题提出”的课堂教学研究是最主要的研究议题。研究以参加小学数学“问题提出”教学工作坊的两名学员为对象,采用质性研究方法,通过课堂观察和半结构访谈分别考察其“问题提出”教学行为及其行为背后的教学信念,并探讨二者之间的关系。研究发现:两位教师的“问题提出”教学信念发生了不同程度的转变;均能在教学中围绕教学目标设置恰当的“问题提出”教学任务,特别是在选择教学内容领域和设置任务情境时表现出一定的相似性;“问题提出”教学信念与其课堂教学行为之间呈现出较为一致的关系。

Problem posing is a powerful starting point for cultivating students’innovative ability and core literacy.At pres‐ent,classroom teaching research of problem posing has been the most important research topic.This research has taken two math‐ematics teachers who participated in the teaching workshop of“problem posing”in elementary schools as research objects,adopt‐ed the qualitative research methods to investigate their problem posing teaching beliefs and teaching behavior through semi-struc‐tured interview and classroom observation,and discussed the relationship between them.It has found that the two teachers’teaching beliefs have changed in varying degrees.Both can set appropriate problem posing teaching tasks around teaching objec‐tives,especially when they have shown similarities in choosing teaching content fields and setting task situations.There exists a consistent relationship between their teaching beliefs and classroom teaching behavior.