民族地区小学数学教师课堂教学个案研究——基于“平均数”课堂教学的对比分析

A Case Study of Primary School Mathematics Teachers’Classroom Teaching in Ethnic Regions——Comparative Analysis of Classroom Teaching Based on Average

课堂教学是影响民族地区学生数学学业成就的关键因素.从课堂时间分布、教师语言类型、教师提问类型以及教师教学侧重点等方面对一位民族地区小学数学骨干教师和一位发达地区小学数学特级教师的“平均数”课堂教学录像进行对比分析.发现相比发达地区小学数学特级教师,民族地区小学数学骨干教师的课堂教学具有以下特点:教师语言占比远高于学生语言;课堂提问中主要以是或否的提问和简单命名或陈述的提问为主,聚焦评价的提问和描述性或解释性提问不足,留给学生思考的时间不足;侧重于把平均数作为一种算法而非统计量来教学,对发展学生的数据分析观念重视不够.建议:民族地区教师应通过自身的学习和反思,增长教学知识,改变教学信念;要根据新一轮课程改革的理念与数学内容要求对民族地区教师进行有针对性的培训,且要“内地培训”与“当地培训”相结合.

Classroom teaching is a key factor affecting students’academic achievement in mathematics in ethnic regions.This paper compared and analyzed the arithmetic average classroom teaching videos of a primary mathematics teacher from ethnic regions and a primary mathematics teacher from a developed area in terms of classroom time distribution,teachers’language types,teachers’questioning types,and teachers’teaching focus.The study found that the classroom teaching of mathematics teachers in ethnic regions has the following characteristics compared with the classroom teaching of master teacher:the proportion of teachers’language is much higher than that of students’language;Classroom questions are mainly“yes or no questions”and“simple naming or statement questions”,while“evaluation-focused questions”and“descriptive or explanatory questions”are insufficient,leaving insufficient time for students to think;focusing on teaching averages as an algorithm rather than statistics,and insufficient attention is paid to developing students’data analysis concepts.To this end,the following suggestions are put forward:teachers in ethnic regions should change their teaching beliefs and increase teaching knowledge through their own learning and reflection;teachers in ethnic regions should carry out targeted training according to concepts and mathematics content requirements of the new round of curriculum reform,and should combine“inland training”with“local training”.