新课程实施中高中数学教师课堂教学行为的适应性分析-adaptability analysis of senior high school mathematics teachers classroom teaching behavior in the implementation of new curriculum.docxVIP

摘要进入新世纪以来，面对激烈的国际竞争，世界各国都在为如何培养高素质 的人才以适应未来社会发展的需要而努力，我国在本世纪初就先后对九年义务 教育阶段和高中阶段进行了新课程改革。本次高中数学课程改革在教学理念、 教学内容、教学方式、教学评价和管理等方面发生了较大的变化，在许多方面 都有了重大突破和创新。在实施高中数学新课程的过程中，教师无疑是关键的 因素，从某种意义上说，教师在教学观念支配下所形成的课堂教学行为是否适 应、体现新课程的理念，直接决定着课程改革的成败。随着新课程的全面实施， 对高中数学教师课堂教学行为的适应性研究凸显重要。本研究是在笔者查阅大量文献的基础上，主要采用问卷调查法和访谈法对 江苏省、浙江省和吉林省的三所高中的数学教师进行的实证研究。经过对高中 数学教师的课堂教学行为适应情况的调查研究与分析之后，笔者认为影响教师 课堂教学行为的因素主要体现在：教师对实现新课程的理念缺乏信心、传统课 堂教学行为惯性对教师的束缚、教师自身的素养等内部因素；教学任务的加重 和评价制度的影响等外部因素。基于上述情况的了解和因素的分析，笔者提出了五项建议：进一步更新教 学观念，实现观念与行为的统一；减轻教师职业负担，为课堂教学行为转变提 供条件；提高教师自身教学能力，优化课堂教学行为；完善数学教师培训机制； 建立新课程改革下高中数学课堂教学的评价体系。关键词：新课程；高中数学教师；课堂教学行为；适应AbstractIn the new century, facing fierce international competition, all the countries are working hard on how to train high quality personnel to meet the future needs of social development, our country has carried out new curricular reformation in nine-year compulsory education and high school in the beginning of this century. This high school mathematic curriculum reform has make great changes in the teaching philosophy, teaching content, teaching methods, teaching evaluation and management. Meanwhile, it has make major innovations and breakthroughs in many areas. Undoubtedly, in the implementation of the new curriculum high school mathematics, teacher is the key factor. In a sense, the teachers classroom teaching behavior which formed under the control of teaching concept adjusts or reflects the new curriculum ideas or not, directly determines the curriculum reform success or failure. With the full implementation of the new curriculum, research on adaptability of math teachers classroom teaching behaviors in class is very importance.This study was based on consulting extensive literature, mainly used questionnaires and interviews in Jiangsu, Zhejiang and Jilins three high school math teachers and empirical research. After the research of high school math teachers teaching behavior adjustment, author believes that factors of affecting classroom teaching behavior are em