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Teacher’s Discourse in Classroom and Its Influence to Student’s Intuition Thinking: A Case Study

Author: CaoXin
Tutor: XuBinYan
School: East China Normal University
Course: Curriculum and Pedagogy
Keywords: Teacher Talk Mathematics Intuitive thinking Case Study
CLC: G633.6
Type: Master's thesis
Year: 2010
Downloads: 542
Quote: 3
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Abstract

Based on mathematics teaching practice, the characterization of the mathematics curriculum goals thinking ability, as well as national innovation capability called, and suggestions for future research: teacher talk and student intuitive thinking. This specific decomposition into several sub-problems: a mathematics teaching, the teacher's classroom discourse with what characteristics? B characteristics of teacher talk on students' mathematical intuition thinking what kind of impact? C different classroom teachers What is the reason? Discourse Features case studies to explore the above questions one by one, we get the following conclusions: (1) the use of the Flanders classroom teachers and students verbal interaction behavior analysis, the characteristics of the atmosphere in the classroom, questioning techniques, mathematical framework of the mandate, and the theme of the report more in-depth to reveal the characteristics of the S the teachers and L teachers classroom, which depicts the basic characteristics of the two teachers classroom discourse: S teachers: classroom discourse and balanced distribution. Teachers 'questions, explanations, instructions, students passive answer has always been throughout the lesson, but the indirect effects of teachers to students, students take the initiative to answer, as well as students' independent thinking behavior are widely distributed, well balanced teachers direct speech behavior. The classroom overall showing binding between the freedom of students to create and instructor students to pursue rational enjoyment and satisfaction of the delicate balance between the requirements of the teachers. L teachers: classroom discourse Type poor distribution imbalance. Teachers' questions, explain passive students answer has always been throughout the lesson, showing the control of the teachers in the classroom. Moreover, the emotion of the teachers to accept students, students take the initiative to answer the distribution of students' independent thinking is very rare, exacerbated by teacher-student verbal interaction type distribution imbalance. The whole class highlights the instructor constraints, as well as the distinctive qualities of the teacher asks the students to strive to meet. (2) teachers classroom discourse characteristics directly affect the development of students 'intuitive thinking: an open, democratic discourse style; pursuit of the guidance of teachers and students the freedom to create, to meet the students' pursuit of sensible fun response to the teacher asks balance; using a variety of strategies to trigger students' high level of mathematical cognitive activity to students calm thinking and intuitive thinking the opportunity to encourage and guide students to guess; to help students develop good mathematical cognitive structure, penetration of mathematical thinking methods and strategies, elaborated understanding of the basic law; Discourse Features to help students to accumulate intuitive experience, to capture the intuition of the opportunity to learn from them; keep hold high sensitivity intuition, and take care of the balance of logical thinking, reality to develop students' Mathematics intuitive thinking. Closed, highly structured discourse style; pursue instructor binding, as well as strengthen the students' efforts to meet the teacher asks qualities; excessive use of questions, explanations, and is limited to the level of low cognitive level, excessive pursuit of problem-solving steps stylized requirements; excessive classroom rhythm, frequent use of \general laws; intuitive experience of students do not care, lack of sensitivity to the intuition, do not recognize the complementary characteristics of intuition and logical discourse features of suffocation students 'thinking time and space, to suppress the students' intuitive thinking. (3) teachers classroom discourse characteristics of teachers teaching philosophy, the basic concepts as well as teachers of the teacher community of practice in which social and cultural constraints. Strong radiation of the economic life, full penetration of the examination-oriented education, and mathematics education research interaction with the impact on the basic knowledge of the community of practice of teachers for classroom teaching, the teachers focused on the default teaching objectives, teaching content, teaching The process of teaching skills, teaching resources to specific projects, to the neglect of intuitive thinking, insight wisdom, justice, inner experience, to accept the views of others, responsibility, courage, compassion can not be embodied in a series of reasoning and Professor project be measured. With teacher learning, work, and training experience with shaping the basic characteristics of teacher talk. The teachers of school support plays a decisive role in the internal and external factors that affect teachers' classroom discourse characteristics. Even in the case of adverse social and cultural environment of the community of practice with an external, teachers can still stick to their philosophy of education, and efforts to practice in the classroom. In addition, teachers are in the school environment, especially in teaching and research culture, but also for the Word of teachers formed the reality of the soil. ④ few suggestions to improve teachers' discourse features: individual teachers need to learn, and effectively improve their professional level. Teachers 'communities of practice perspective, it is necessary to broaden the horizon of education, in-depth attention to students' thinking, and promote the overall development of students and cultivate their developed intelligence, strong physique and a high degree of social responsibility. From the external environment of the teacher's point of view, the need to abandon the sole criterion, utilitarian chase, index distribution, Achievement, and focus instead on education and the learning process unmeasured and about human nature, heart and mind, intellectual side.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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