高中数学教学心得
学习数学的学生主要原因可以分为两种,一种是厌学,一种是困学。在教学上对不同种类的学生要实行不同的教学策略。对于厌学者主要原因在于自身不能接受这种学习方式,对于困学者主要原因则侧重于学习上遇到的困难。如何实施有效的措施来试图改变这种厌学、困学现象呢?我谈谈自己的看法
学生的厌学心里并不是与生俱来的,很大程度上是客观原因造成的,学业成绩不佳,得不到老师和家长的理解,久而久之对学习产生了厌学情绪。作为老师要帮助学生走出一种困境,需要站在学生的角度出发,关注学生的学习生活,让学生认为你不是那么让他讨厌的人,消除学生与老师的距离感,使学生对老师产生信任,建立良好的师生关系,让学生更愿意接近你,接近你所教的学科。
困学产生的原因在于学生兴趣不高,意志力薄弱,自制力差。事实证明多一点鼓励和期待少一点批评和指责能启发学生积极的学习动机,多一点引导和启发少一点答案,能增加学生学习的投入,使学生建立学习的信心,自信则是意志力坚强的标志。
所有学生的改变在于教师的引导,这不仅需要教师有较强的专业知识水平,同样需要教师有较好的教学策略。
第二篇:之研究---以一位高中数学教师为例
91?A13???]¤W?A?^171~20-?
JOURAL OF NATIONAL TAITUNG TEACHERS COLLEGE?A
Vol.13-1,pp.171~200 (2002)
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¤§???p?C°ê??????±?¨|¨ó·|?]International Commitment of Mathematics
Education?^?b1976?~??¤T??°ê??????±?¨|·|??¤¤§Y???X±??v¨¤????-?-n
???A¨??{?°????±?¨|°??D??-??I¤w±q??????°??D?à??¨ì?v?ê°?¨|?P?A±?¨|
??°??D?A??±??v??±M·~¤??K?O????±????ò±o§???????¨M±??ó?]Bauersfeld &
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?]1992?^°w??????±??v?H??????????¨s¤??m?i??¤??R?á???X?A-Y-n?W?i????±????P?????????G?A?h???·-n°w??±??v???????H???B????±????H???B?????????H??¤T¤è-±§@§ó?`¤J??±?°Q?P??¨s?C
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Research on the Relationship AmongProblems Strategies and Beliefs in Teaching—Taking a
Senior High School Math Teacher for
Instance
Chen Yien Ting
Abstract
The research aims to discover the relationship among problems, strategies and beliefs of a senior high school math teacher in mathematics teaching. To begin with, the problems that the subject is confronted with in math teaching and the strategies that he adopts are expounded. Next, his beliefs in teaching math are stated. Furthermore, the relationship among the subject’s problems, strategies and beliefs is fully explored. Finally, suggestions based on the results of the research are advanced for mathematics teachers.
The research is conducted in the qualitative approach, which is characterized as “uniquely case-oriented,” “conducted in natural situations,” “gathering data mainly in the ways of observing and interviewing,” and “analyzing data in the inductive approach,” so as to realize how senior high school math teachers deal with the teaching problems they are confronted with in the authentic situation of math teaching in schools.
The results are as follows:
1.The problems that the subject is confronted with consist of two categories: the aspect of classroom and the aspect of teaching materials and methodology, and the strategies adopted are primarily to manage to solve the problems by “rubbing the knots off the wood” and “adjusting course design.”
2.The beliefs that the subject holds when teaching math primarily originate from ideals, experiences, and personalities.
3.Behind every strategy the subject adopts to solve the problems that he is confronted with lie his beliefs in math teaching to support it.
4.The subject’s beliefs in teaching math are his subconscious ideology that dominates his teaching activities.
Keywords: Problems in Teaching, Beliefs in Teaching
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