小學(xué)數(shù)學(xué)課堂教學(xué)中教師評(píng)價(jià)行為研究.pdf

1、遼寧師范大學(xué)碩士學(xué)位論文小學(xué)數(shù)學(xué)課堂教學(xué)中教師評(píng)價(jià)行為研究姓名：劉林林申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：課程與教學(xué)論指導(dǎo)教師：蔡敏2011-04II Abstract Teachers evaluate students is not only a very common phenomenon in mathematics teaching in elementary school , but also an important form of

2、bilateral activities between teachers and students . At present, teachers’ evaluate behaviors have several problems in mathematics teaching: excessive praise, evaluation take less attention to the emotion of students, so

3、me teachers lack of the knowledge and skills of evaluation. Therefore, it is the an important significance that optimizing the teachers’ evaluate behaviors in mathematics teaching in elementary school Based on the litera

4、ture review, the theoretical study of the teachers’ evaluate behaviors from four aspects, they are functions, types, effects and influence factors .After that, to put forward six dimensionalities of teachers’ evaluate be

5、haviors, as basis to make classroom observation and questionnaires. The results show that teachers’ evaluate behaviors have several problems in mathematics teaching in elementary school: (1)teacher too frequently use of

6、oral evaluation, especially praised evaluate behavior, not often use written evaluation.(2) more teachers’ evaluate behaviors to direct at the whole class and individual students, less to direct at the groups of students

7、. (3) teachers’ evaluate behaviors take more attention on the learning outcomes of students, less attention to the evaluation of students skills and not enough emphasis on the evaluation of emotional attitude. (4) the ti

8、me of evaluation isn’t appropriately.(5) teachers’ evaluate behaviors are less flexible and innovative. (6) teachers’ evaluate behaviors lack of concern and love on student. The reasons of problem are: teachers have mist

9、akes in the cognition of the evaluation notions ; the traditional educational notion has not changed; teacher's professional knowledge is not perfect ; teachers lack of special training in evaluation; evaluation and

10、teaching are disjointed, ignored evaluation process ;teacher's professional moral has influenced of evaluate behavior. This study to put forward some strategy advices to optimize teachers’ evaluate behaviors in mathe

11、matics teaching in elementary schools: to set up the correct student evaluate notion ; improve teachers' professional knowledge literacy; to developed multi-disciplined evaluation in mathematics teaching; to promote

12、evaluation target combining with teaching objectives; to strengthen the specially evaluation training; to establish the harmonious relation between teachers and students. Keywords: Elementary School; Mathematics Teaching