基于教師認知的技校數學教學質量提升探究

肖安明

摘 要 數學是技工學校重要的基礎課，又是重要的工具課，數學思想、數學方法和理論知識對學生的思維素質起著重要作用。整體上當前技校的數學教學情況并不樂觀，教學質量有很大的提升空間。教師是教學活動的主導者，教學質量的提升在很大程度上取決于其對教育對象、教學文本和教學終極目標的整體認知。教師對學生特點的深刻認識是正確認知的邏輯起點，在教學中不能拘泥于教學內容的既有結構，要依據學生的認知特點進行靈活調整，與專業教學無縫對接，以能力培養為旨歸，滿足學生未來生涯發展的基本要求。

關鍵詞 教師認知 數學能力 專業教學

Abstract Mathematics is not only an important basic course， but also an important tool course in technical schools. Mathematical thinking， mathematical methods and theoretical knowledge play an important role in students' thinking quality. On the whole， the current situation of mathematics teaching in technical schools is not optimistic， and the teaching quality has a lot of room to improve. Teachers are the leaders of teaching activities， and the improvement of teaching quality depends largely on their overall cognition of the educational object， teaching text and ultimate goal of teaching. Teachers' deep understanding of students' characteristics is the logical starting point of correct cognition. In teaching， they should not stick to the existing structure of teaching content， adjust flexibly according to students' cognitive characteristics， connect with professional teaching seamlessly， take ability training as the purpose， and meet the basic requirements of students' future life development.

Keywords teacher cognition; mathematical ability; professional teaching

數學在技工學校中既是一門基礎課，又是一門重要的工具課，是技工學校學生知識框架的核心基礎，與學生對專業課程的學習和思想文化素質的培養都非常重要。技校學生很多缺乏數學學習動機和學習興趣，數學基礎的不穩固、數學知識與專業知識不對應，學生整體上文化基礎薄弱。教師是數學學習的組織者、引導者與合作者，對數學教學活動的開展、教學質量的高低起著重要作用，教師對技校學生本身和數學教學的認知在很大程度上決定了學生數學學習的效率和成績。

1 技校學生具有極大的可塑性

《數學課程標準》要求“數學教學活動必須建立在學生的認知發展水平和已有的知識經驗基礎之上”。學生是數學學習的主人，要搞好數學教學，首要的是正確認知技校的學生。……