数学有效教学策略对英语教学的启示.doc

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1、本科毕业论文论文题目THEENLIGHTENMENTOFEFFECTIVETEACHINGOFMATHEMATICSTOENGLISH作者姓名指导老师教授所在院系外语系专业名称英语完成时间编号2013030401研究类型教学研究分类号H31本科毕业论文诚信承诺书中文题目数学有效教学策略对英语教学的启示外文题目THEENLIGHTENMENTOFEFFECTIVETEACHINGOFMATHEMATICSTOENGLISH学生姓名学生学号院系专业学生班级0904学生承诺我承诺在学士学位论文(设计)活动中遵守学校有关规定,恪守学术规范,本人学士学位论文(设计)内容除特别注明和引用外,均为本人观点,

2、不存在剽窃、抄袭他人学术成果,伪造、篡改实验数据的情况。如有违规行为,我愿承担一切责任,接受学校的处理。学生(签名)年月日指导教师承诺我承诺在指导学生学士学位论文(设计)活动中遵守学校有关规定,恪守学术道德规范,经过本人核查,该生学士学位论文(设计)内容除特别注明和引用外,均为该生本人观点,不存在剽窃、抄袭他人学术成果,伪造、篡改实验数据的现象。指导教师(签名)年月日CONTENTS1LITERATUREREVIEW12TEACHERSQUALITIESFOREFFECTIVETEACHINGOFMATHEMATICS23CHARACTERISTICSOFEFFECTIVETEACHINGOF

3、MATHEMATICS44STRATEGIESOFEFFECTIVETEACHINGOFMATHEMATICS65THEENLIGHTENMENTOFEFFECTIVETEACHINGOFMATHEMATICSTOENGLISH951SITUATIONALTEACHING952CONCEPTUNDERSTANDING953LOGICALTHINKINGTRAINING1054LEARNINGANDPRACTICECOMBINED1055GRAPHICALSUMMARIZING116CONCLUSION11BIBLIOGRAPHY12THEENLIGHTENMENTOFEFFECTIVETEAC

4、HINGOFMATHEMATICSTOENGLISHMATAOTUTORGAOXUYANGDEPARTMENTOFFOREIGNLANGUAGES,COLLEGEOFARTSANDSCIENCE,HUBEINORMALUNIVERSITY,HUANGSHI,CHINA,435002ABSTRACTINRECENTYEARS,DOMESTICSCHOLARSHAVERESEARCHEDALOTONEFFECTIVETEACHINGFROMMACROANDMICROPERSPECTIVESONABASISOFIT,THEPAPER,FROMTHEVIEWOFSUBJECTCOMBINATION,T

5、AKESANALYSISOFTHREEPOINTSTEACHERSQUALITIESFOREFFECTIVETEACHINGOFMATHEMATICSCHARACTERISTICSOFEFFECTIVETEACHINGOFMATHEMATICSSTRATEGIESOFEFFECTIVETEACHINGOFMATHEMATICSAMIDTHESE,ENLIGHTENMENTISATTACHEDTOTHEEFFECTIVETEACHINGOFENGLISHKEYWORDSEFFECTIVEMATHEMATICSTEACHINGEFFECTIVEENGLISHTEACHINGENLIGHTENMEN

6、T数学有效教学策略对英语教学的启示指导教师()摘要近年来,国内学者从宏观和微观角度对有效教学做出了许多研究。基于这些研究,本文从学科结合角度进行了三点探究数学有效教学中的教师品质、数学有效教学的特征以及数学有效教学策略。在探究过程中,得出了一些对英语教学的启示。关键词数学有效教学;英语有效教学;启示中图分类号H31湖北师范学院文理学院2013届外语系毕业论文1THEENLIGHTENMENTOFEFFECTIVETEACHINGOFMATHEMATICSTOENGLISH1LITERATUREREVIEWCHINAHASAUNIFIEDCURRICULUMINTHEEARLY1950S,CHI

7、NATOOKTHESOVIETMATHEMATICSCURRICULUMTHEREFORE,THECURRICULUMFOCUSESMOREONFORMALANDRIGOROUSMATHEMATICALLANGUAGEINTHELATE1970S,CHINESESYLLABUSOFMATHEMATICSTEACHINGFORELEMENTARYANDSECONDARYSCHOOLSREQUIREDSTUDENTSTOUSEMATHEMATICALKNOWLEDGETOSOLVEPRACTICALPROBLEMSIN1988,THESYLLABUSCLEARLYPOINTEDOUTTHATSTU

8、DENTSSHOULDNOTONLYBEABLETOCALCULATECORRECTLY,BUTALSOBEABLETOUNDERSTANDTHEPRINCIPLESOFMATHEMATICALOPERATIONS,ANDUSEAPPROPRIATESTRATEGIESTOSOLVEPROBLEMSIN2001,NINEYEARCURRICULUMSTANDARDSCOMPULSORYEDUCATIONWASPUBLISHED,REPRESENTINGTHENEWESTWAVEOFTHECURRICULUMREFORMRATHERTHANANATIONALUNIFIEDTEXTBOOKS,MU

9、LTIPLESETSOFTEXTBOOKSANDTEACHINGMATERIALSHAVEBEENDEVELOPEDANDISSUEDACCORDINGTOTHENATIONALCURRICULUMSTANDARDSINADDITIONTOTHEBASICKNOWLEDGEANDSKILLS,THENEWCURRICULUMPUTSEMPHASISONCONNECTINGMATHEMATICSTOREALLIFE,SOASTOTRAINSTUDENTSINTERESTANDCREATIVITYINMATHEMATICSTHECONCEPTIONOFMATHEMATICSCANBEVIEWEDA

10、STHETEACHERSCONSCIOUS,CONCEPTS,MEANINGS,RULES,MENTALIMAGES,ANDPREFERENCESCONCERNINGTHEDISCIPLINEOFMATHEMATICSONTHEBASISOFERNESTTEACHERSVIEWMATHEMATICSCANBEVIEWEDFROMTWOPERSPECTIVESINSTRUMENTALANDSTRUCTURALFROMINSTRUMENTALASPECT,MATHEMATICSISSEENASABAGOFTOOLMADEUPOFANACCUMULATIONOFFACTS,RULES,ANDSKIL

11、LSFROMTHESTRUCTURALASPECT,MATHEMATICSISSEENASAUNIEDBODYOFKNOWLEDGE,ACRYSTALLINEREALMOFINTERCONNECTINGSTRUCTURESANDTRUTHS,BOUNDTOGETHERBYLAMENTSOFLOGICANDMEANINGWHILETHEINSTRUMENTALVIEWPAYSMOREATTENTIONTOTHEFUNCTIONSOFMATHEMATICSKNOWLEDGEONITSEXTERNALWORLD,THESTRUCTURALVIEWPUTSTHEEMPHASISONTHECOMPLEX

12、ITYOFTHEINTERNALSTRUCTUREOFTHEKNOWLEDGEITSELF湖北师范学院文理学院2013届外语系毕业论文2ACCORDINGTOTHOMPSON,THEBELIEFSOFTEACHINGMATHEMATICSCANBEREVEALEDINFOLLOWINGASPECTSDESIRABLEGOALSOFTHEMATHEMATICSPROGRAM,THETEACHERSROLEINTEACHING,APPROPRIATECLASSROOMACTIONANDACTIVITIES,DESIRABLEINSTRUCTIONALAPPROACHESANDEMPHASESAND

13、LEGITIMATEMATHEMATICALPROCEDURESRESEARCHERSHAVERAISEDDIFFERENTTEACHINGMODELSBASEDONEXAMININGONEORMULTIPLEASPECTSOFTHETEACHINGBELIEFSMENTIONEDBYTHOMPSONSTRATEGIESOFMATHEMATICSEFFECTIVETEACHINGINCLUDEPREPARINGSTRATEGY,PARTICIPATINGSTRATEGYANDPROCESSSTRATEGYCHARACTERISTICSOFPREPARINGSTRATEGYCONSISTOFCO

14、HERENT,COMPREHENDANDREFLEXIVITYPARTICIPATINGSTRATEGYCONTAINSFULLPARTICIPATIONOFSTUDENTS,FLEXIBLEATMOSPHEREANDLOGICALTHINKINGTRAININGGOODQUESTIONING,EXAMPLES,PRACTICEANDSUMMARIZEARETHESTRATEGIESOFPROCESSENGLISHANDMATHEMATICSARETWOMAINCOURSESOFCHINESESTUDENTSITISHIGHTIMETOPUTOUREFFORTSONEFFECTIVETEACH

15、INGFROMSUBJECTCOMBINEDVIEWWECANTAKEEXAMPLEBYMATHEMATICSEFFECTIVETEACHINGWHICHCANIMPROVEENGLISHEFFECTIVETEACHINGASMENTIONEDABOVE,WEMAYPROPOSETHREETEACHINGMODELSOFMATHEMATICSINSTRUCTORMODEL,EXPLAINERMODELANDFACILITATORMODELFORTHEINSTRUCTORTEACHER,HEUSUALLYFOCUSESONSTUDENTSKILLMASTERYANDCORRECTPERFORMA

16、NCEEXPLAINERTEACHERCONCENTRATESONCONCEPTUALUNDERSTANDINGFACILITATORTEACHERFOCUSESONSTUDENTCONFIDENCEINPROBLEMPOSINGANDSOLVINGFROMTHESEMATHEMATICSTEACHINGVIEWS,ITISEASYFORUSTOEXPLORETHEUSEFULSTRATEGIESFORENGLISHTEACHING2TEACHERSQUALITIESFOREFFECTIVETEACHINGOFMATHEMATICSASTABLE1SHOWS,TEACHERSHAVETHEID

17、EALMODELOFANEFFECTIVETEACHERTHESESKILLSARESIGNIFICANTFORTEACHERSMOSTTEACHERSAGREETHATANEFFECTIVETEACHERSHOULDBEENTHUSIASMANDHAVESTRONGKNOWLEDGEANDKNOWINGIMPORTANTANDDIFFICULTPOINTSTHEYHOLDDIFFERENTVIEWSABOUTUNDERSTANDINGSTUDENTSANEFFECTIVETEACHERISTHEONEWHOISAGOODPLANNERANDSUMMARIZERSTILLNEEDTOBEDIS

18、CUSSED湖北师范学院文理学院2013届外语系毕业论文3TABLE1TEACHERSVIEWABOUTTEACHERSQUALITIEST12345678910ENTHUSIASMUNDERSTANDINGSTUDENTSGOODPLANNERGOODSUMMARIZERKNOWINGIMPORTANTANDDIFFICULTPOINTSSTRONGKNOWLEDGEAMEANSTHATTHETEACHERAGREETHESTATEMENTENTHUSIASMTEACHERSSHOULDNOTONLYBEENTHUSIASMTOTHEMATHEMATICSSUBJECTBUTALSOTOTH

19、ESTUDENTSTEACHER1ISANEWTEACHER,BUTTHEPERFORMANCEOFHISCLASSISTHEBESTHEBELIEVESTHESUCCESSOFHIMSELFISENTHUSIASMTEACHER3SAYSTHESTUDENTSINHISCLASSISNOTINTERESTEDINMATHEMATICS,BUTTHEYLOVEHIM,STUDENTSLIKEHISENTHUSIASMANDHUMOROUSTEACHER9CLAIMTHATIFSTUDENTSLOVEYOU,THEYWILLLOVEMATHEMATICSANDWILLINGTOSTUDYDISA

20、PPROVERSTHINKTHATENTHUSIASMISIMPORTANT,BUTNOTTHECHARACTERISTICOFANEFFECTIVETEACHERUNDERSTANDINGSTUDENTSSIXTEACHERSTHINKTHATANEFFECTIVETEACHERKNOWSWELLABOUTSTUDENTSINTERESTONLYTEACHERSUNDERSTANDINGSTUDENTSCANTHEYHAVEAGOODRELATIONSHIPWITHTHEMTHEBESTRELATIONSHIPBETWEENTEACHERSANDSTUDENTSISFRIEND,WHICHC

21、ANCREATEFLEXIBLEATMOSPHEREDURINGCLASSTEACHER1HASANADVANTAGEINTHISASPECT,FORHEISSOYOUNGTHATJUSTLIKEASTUDENTHEKNOWSWHATHISSTUDENTSINTERESTSANDTHOUGHTSBYCONTRAST,TEACHER9ISANOLDANDEXPERIENCEDTEACHER,HAVINGTAUGHTMATHEMATICSFORALMOSTTHIRTYYEARSBUTHEISNOTANOLDFASHIONEDTEACHERWHATMAKESHIMPOPULARINTHECLASSI

22、SPRESTIGEALLHISSTUDENTSRESPECTHIMFORHISRESPECTANDUNDERSTANDOFSTUDENTSGOODPLANNERITISACONTROVERSIALABILITYOFANEFFECTIVETEACHERTEACHERSWHOTHINKTHISABILITYISNOTNECESSARYTOGIVETHEIRREASONTHATSTUDENTSARETHEMAINPARTINCLASSTHEPLANMAYLIMITTHEMULTIPLEDEVELOPMENTOFTHEMOTHERSFIRMLYBELIEVEWITHOUTAGOODPLANHARDLY

23、CANTEACHERSGIVEASUCCESSLESSONTEACHER7MEMORIESTHATTHEWORSTLESSONHEGAVEISTHEONETHATWITHOUTAPLANBEFORECLASSINTHATCLASS,HEDIDNOTKNOWWHATTODOAFTERCLASS湖北师范学院文理学院2013届外语系毕业论文4BEGAN,ONLYLETSTUDENTSWROTEHOMEWORKGOODSUMMARIZERDIFFERENTTEACHERHASDIFFERENTUNDERSTANDINGABOUTTHEMEANINGOFGOODSUMMARIZERTHEONLYTHRE

24、EAGREEATTHISPOINTTHINKTHATSUMMARIZERISNOTTOSUMMARIZEFORSTUDENTSDIRECTLY,BUTTEACHTHEMHOWTOSUMMARIZEBYTHEMSELVESTHOUGHSOMETIMESTEACHERSDONEEDTOSUMMARIZEDIRECTLYFORSOMEKNOWLEDGEISTOOHARDFORTHEMTOSUMMARIZETHEMSELVESTHEOTHERSAREOPPOSEDTOTHEIRVIEWPOINTKNOWINGIMPORTANTANDDIFFICULTPOINTSASATEACHERSELDOMHASP

25、EOPLEDISAGREETHATKNOWINGIMPORTANTANDDIFFICULTPOINTSISNOTAMUSTABILITYIFATEACHERDOESNOTKNOWTHEIMPORTANTANDDIFFICULTPOINTS,HEWILLHAVENOIDEAOFWHATSTUDENTSNEEDTOKNOWANDTHEIRWEAKNESSINOTHERWORDS,ATEACHERDOESNOTKNOWIMPORTANTANDDIFFICULTPOINTSMEANSHEHASNOTCOMPREHENDEDTHEKNOWLEDGEHIMSELFSTRONGKNOWLEDGEALMOST

26、ALLOFTHEMBELIEVETHATANEFFECTIVETEACHERSHOULDHAVESTRONGKNOWLEDGEHIMSELFNEVERTHELESS,TEACHER6ARGUESTHATHISPROFESSIONALKNOWLEDGEISNOTSTRONGENOUGHWHENHEGRADUATESFROMUNIVERSITY,BUTHEKEEPSLEARNINGDURINGTEACHINGPROCESSANDCANDOWELLNOWHETHINKSATEACHERSHOULDKEEPLEARNINGLIFELONGNOONECOULDHAVESTRONGKNOWLEDGEFOR

27、EVERIFHEDOSENOTKEEPLEARNING3CHARACTERISTICSOFEFFECTIVETEACHINGOFMATHEMATICSACLASSWHICHANEFFECTIVETEACHERGIVESISNOTEQUALTOANEFFECTIVECLASSTHESTANDARDOFANEFFECTIVECLASSISMEASUREDFROMSTUDENTASPECTSTUDENTSCANSTUDYBETTERINAFLEXIBLEATMOSPHERELIMITEDBYTHEIRAGE,TEACHERSNEEDTOLEADSTUDENTSTOTHERIGHTWAYOFLEARN

28、INGTABLE2LISTSSEVENMAINCHARACTERISTICSOFANEFFECTIVECLASSTABLE2TEACHERSVIEWABOUTCHARACTERISTICST12345678910COHERENCECOMFORTABLEATMOSPHEREMEANINGFULQUESTIONINGGOODEXAMPLES湖北师范学院文理学院2013届外语系毕业论文5GROUPWORKSUFFICIENTPRACTICESCLEARLYSUMMARIZEAMEANSTHATTHETEACHERAGREETHESTATEMENTCOHERENCECOHERENCEMEANSTHES

29、ITUATIONINWHICHALLTHEPARTSOFSOMETHINGFITTOGETHERWELLTHECOHERENCEOFALESSONISTHEGUARANTEEOFKNOWLEDGECONSISTENCYALLTENTEACHERSTHINKTHATANEFFECTIVELESSONISCOHERENCEANDHASACOHERENTSTRUCTURE,WHICHINCLUDESFOLLOWINGPROCESSINTRODUCING,EXPLAINING,QUESTIONING,PRACTICINGANDSUMMARIZINGTEACHER6MENTIONSTHATINTRODU

30、CINGISVERYIMPORTANTBECAUSEITISTHECONNECTIONBETWEENOLDANDNEWKNOWLEDGESTEACHER9CLAIMSTHATGIVINGALESSONISTHESAMEASTELLINGASTORY,ITISIMPORTANTTOCATCHSTUDENTSATTENTIONONLYCOHERENCESTORYCANLISTENERUNDERSTANDWHATYOUSAYANDDOWHATYOUWANTTHEMTOCOMFORTABLEATMOSPHERESTUDENTSCANSTUDYHAPPILYINACOMFORTABLEATMOSPHER

31、EANDNONEOFTHEMWANTTOSTUDYINANUNCOMFORTABLEATMOSPHERECOMFORTABLEATMOSPHEREISTHEFOUNDATIONOFANEFFECTIVELESSONSEVENTEACHERSARGUETHATTHETEACHINGPROCESSSHOULDBEFLEXIBLEORINACOMFORTABLEATMOSPHERETEACHER1ARGUESTHATTEACHERSNEEDTOBESENSITIVETOTHESTUDENTSNEEDSORPUZZLEMENTSSOMESUITABLEJOKESCOULDBEAGOODWAYTOATT

32、RACTSTUDENTSATTENTIONTEACHER7EXPRESSESHISCONCERNTHATSTUDENTSMAYBEOUTOFTEACHERSCONTROLINFLEXIBLEATMOSPHEREIFTEACHERCANNOTCONTROLTHECLASS,THETEACHINGPROCESSWILLBEAFFECTEDMEANINGFULQUESTIONINGQUESTIONASKINGPLAYSANIMPORTANTROLEINEFFECTIVELESSON,ITCANARISESTUDENTSATTENTIONANDCHECKTHETEACHINGRESULTEFFECTI

33、VEMATHEMATICSLESSONRELIESONTEACHERFACILITATINGSTUDENTSLEARNINGRATHERTHANTELLINGTHEMWHATTHEYNEEDTOLEARNTEACHER10ARGUESTHATTHEQUESTIONSINCLASSINCLUDENOTONLYTEACHERSQUESTIONBUTALSOSTUDENTSQUESTIONTOTEACHERSITISNOTENOUGHTOPUTQUESTIONSTOSTUDENTSMEANINGFULPASSONKNOWLEDGEOFASKINGQUESTIONSTOSTUDENTSISIMPORT

34、ANTASWELLITISHARDTOMAKEALLSTUDENTSUNDERSTANDWHATYOUTAUGHTTHENINDIVIDUALTEACHINGISNEEDEDTOMENDITBUTTEACHERHASNOIDEAOFSTUDENTSWEAKPOINT,EXPECTSTUDENTSASKQUESTIONSONTHEIROWNTEACHER6DONOTLIKETOASKQUESTIONMUCHHEJUDGESHISTEACHINGEFFECTBYOBSERVATION湖北师范学院文理学院2013届外语系毕业论文6GOODEXAMPLESALLTENTEACHERSTHINKHIGH

35、LYTHEROLEOFEXAMPLESINANEFFECTIVELESSONEXAMPLESAREATOOLTOHELPSTUDENTSKNOWWELLABOUTKNOWLEDGETEACHER2ARGUESTHATINORDERTOUNDERSTANDACONCEPTCLEARLY,TEACHERSNEEDTOUSECONCRETEEXAMPLESTOILLUSTRATETEACHER8POINTOUTTHATWHENTEACHINGTHECONCEPTIONOFACIRCLE,HELETTHEMTRYTODRAWACIRCLEBYTHEMSELVESBUTSOMESTUDENTSMIGHT

36、HAVEAPROBLEMDRAWINGAGOODCIRCLETHENHEWILLSHOWSOMEEXAMPLESANDASKTHEMTOLOOKATTHETEXTBOOKTOUNDERSTANDCORRESPONDINGCONCEPTIONSGOUPWORKMOSTTEACHERSUSEGROUPSINTHEIRTEACHINGTEACHER2RUNNINGSMALLGROUPSOFSIXSTUDENTS,WHICHHEDOESNOTNEEDTOPLANEVERYDAYTEACHER5ARGUESTHATAGROUPHASSTUDENTSINDIFFERENTLEVELSTHATTHEYCAN

37、STUDYANDHELPEACHOTHERSUFFICIENTPRACTICEPRACTICEHASTWOBASICFUNCTIONSFIRST,ITISANECESSARYPROCESSTOCONSOLIDATEKNOWLEDGEANDFACILITATEUNDERSTANDINGSECOND,ITISAMEANTOGETFEEDBACKFROMSTUDENTSSOTHATTEACHERSCANADJUSTTHEIRLATERLEARNINGTEACHER3ARGUESTHATPRACTICEPROVIDESANOPPORTUNITYFORSTUDENTSTOAPPLYKNOWLEDGEBY

38、THEMSELVESSTUDENTSCANUNCOVERTHEIRMISTAKESDURINGPRACTICETEACHER6THINKSTHATPRACTICECANHELPSTUDENTSDEEPENTHEIRUNDERSTANDINGANDTRANSFERTHEIRKNOWLEDGEINTOPROBLEMSOLVINGHOWEVER,TEACHER4DOESNOTAGREETOPRACTICEALOTANEFFECTIVELESSONCANTEACHESSTUDENTSALLTHEYNEEDTOLEARNSTUDENTSMAYTIREDOFTOOMUCHPRACTICESOMESTUDE

39、NTSDONOTWANTTOFOLLOWTEACHERSSTEPAFTERMASSIVEPRACTICECLEARLYSUMMARIZESUMMARIZEISTHEREVIEWOFLESSONDIFFERENTTEACHERHASDIFFERENTMETHODTOSUMMARIZETEACHER2LIKESTOSUMMARIZEBYTHESTRUCTURECHARTTEACHER4PREFERTOSUMMARIZEBYGRAPHICREPRESENTATIONTEACHER6INTENDSTOHELPSTUDENTSSUMMARIZEBYTHEMSELVESOTHERSDISAGREEARGU

40、ETHATITISNOTNECESSARYTOSUMMARIZEFORSTUDENTS,THEYSHOULDSUMMARIZEBYTHEMSELVESANDITISANEFFECTIVEWAYTOTRAINLOGICTHINKING4STRATEGIESOFEFFECTIVETEACHINGOFMATHEMATICSINTERACTIVEDECISIONMAKINGANDADJUSTMENTNOMATTERHOWEXTENSIVELYATEACHERPREPARESPLANS,INTHEACTUALTEACHINGPROCESS,THEREWILLALWAYSBEUNFORESEENELEME

41、NTSTHAT湖北师范学院文理学院2013届外语系毕业论文7WILLREQUIRETHETEACHERHAVINGTOMAKEDECISIONSANDADJUSTMENTSTEACHERSHAVETOHANDLEAMOUNTOFTEACHINGPROCEDURES,STRATEGIESANDINTERACTIVETHINKINGTEACHERINTERACTIVEDECISIONMAKINGISLARGELYDEPENDENTONTHETEACHERSVIEWOFWHETHERORNOTTHESTUDENTSBEHAVIORISINTOLERANCE,ANDTHESUBSTITUTESFORC

42、ORRECTIONTEACHERSHAVETODEALWITHSTUDENTBEHAVIORSDONOTTOLERATE,ANDALSOADDEDATIMEELEMENTDEALINGWITHTHEINSTANTANEITYOFTAKINGACTIONTWOABILITIESTEACHERSMUSTHAVEINORDERTOMAKEGOODINTERACTIVEDECISIONSTHEABILITYTOIDENTIFYFEATURESOFSTUDENTSUNACCEPTABLEBEHAVIORORPERFORMANCE,ANDTHEABILITYTOCHOOSEANIMMEDIATEACTIO

43、NTOCORRECTTHEPROBLEMREPRESENTATIONREPRESENTATIONREFERSTOTHETEACHERSUSINGARANGEOFMATERIALS,REPRESENTATIONS,ANDCONTEXTSFORTHESAMECONCEPTEFFECTIVETEACHERSINTHEIRSTUDYENCOURAGEDTHEUSEOFAVARIETYOFWORDS,SYMBOLS,ANDDIAGRAMSTOCONNECTDIFFERENTAREASOFMATHEMATICS,ESPECIALLYEMPHASISONMENTALCALCULATIONCLASSROOMM

44、ANAGEMENTAGOODCLASSROOMMANAGEMENTDESCRIPTIONMUSTINCLUDEDISCIPLINE,EFFECTIVENESSOFTASKS,THESMOOTHNESSANDEFFICIENCYOFCONVERSION,ORGANIZATIONALCLIMATE,SETTINGS,STUDENTGROUPTEACHING,ANDTEACHINGARRANGEMENTSTHETYPEOFMANAGEMENTUSEDBYTHETEACHERISINFLUENCEDBYTHEACTIVITYOCCURRINGINTHECLASSROOMSTUDENTSMUSTLEAR

45、NEDWHATISEXPECTEDOFTHEMINDIFFERENTPARTSOFTHESCHOOLDAYORLESSONTHEREAREMAINLYTHREESTAGESOFCLASSROOMMANAGEMENTFIRSTLY,BEFORETHEARRIVALOFSTUDENTS,THETEACHERSMAINMANAGEMENTTASKSINVOLVECLASSROOMARRANGEMENT,IDENTIFYTHEEXPECTEDBEHAVIOR,ANDPLANNINGAPPROPRIATECONSEQUENCESSECONDLY,ATTHESTARTOFTHESCHOOLYEAR,THE

46、TEACHERSMANAGEMENTTASKSINCLUDETEACHINGSTUDENTSHOWTOBEHAVE,ANDPROVIDINGSTUDENTSTHEINFORMATIONTHEYNEEDTOBETAUGHTTHIRDLY,DURINGTHESCHOOLYEAR,THETEACHERSMANAGEMENTTASKINCLUDESMAINTAINSTANDARDSTHROUGHOUTTHEACADEMICYEARTHATHAVEALREADYSETUPTHEBEGINNINGOFTHESCHOOLYEARMOTIVATIONMOTIVATIONINCLUDESNOTONLYMAKIN

47、GSTUDENTSEASIERTOUNDERSTANDANDEXCITEDABOUTTHETOPICTEACHING,BUTALSOLETTINGSTUDENTSUNDERSTANDTHEVALUEOFTHELEARNINGITSELFWHATCANTHETEACHERDOTOENHANCESTUDENTSMOTIVATIONTEACHERSMUSTKNOWTHESTUDENTSINTERESTANDTHEABILITYOFTHEMWITHTHISKNOWLEDGE,TEACHERSCANDESIGNSTRATEGIESTOTRAINSTUDENTSMOTIVATIONMOTIVATIONAL

48、STRATEGIESINCLUDEASUPPORTIVEENVIRONMENT,AN湖北师范学院文理学院2013届外语系毕业论文8APPROPRIATELEVELOFCHALLENGE,MEANINGFULLEARNINGGOALSANDMUTATIONSTRATEGYTEACHERSPLAYANIMPORTANTROLEINHELPINGSTUDENTSMAKETHECONNECTIONBETWEENTHEIREFFORTSANDSUCCESSTEACHERSSHOULDHELPSTUDENTSTOBUILDUPTHEIRCONFIDENCEBYPRAISEADAPTIVETEACHINGS

49、TUDENTSLEARNWELLWHENTEACHERSADAPTTHEIRTEACHINGSTRATEGIESTOMATCHSTUDENTSDIFFERENCESTEACHERSMUSTVARYTHEMATERIALS,WAYSOFQUESTIONING,TYPESOFPRACTICEANDFEEDBACKANIMPORTANTWAYOFADAPTIVETEACHINGISTOMAKESTUDENTSHAVEFAITHINTHEYCANFINISHTHETASKBYTHEMSELVESTEACHERSSHOULDALSOUSELINKSWITHTHEREALLIFEEXPERIENCESOFSTUDENTS,ANDUSINGCOOPERATIVELEARNINGSTRATEGIESWITHSTUDENTSTOIMPROVETHEIRLEARNINGABILITYTHETEACHERMUSTALSOBEALERTTOCULTIVATETHEEXISTINGHIGHQUALIFICATIONOFTHESTUDENTSTOPROMO

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