摘要
隐喻是教师实践性知识的重要表征形式，它可以帮助学生更好地理解数学对象．通过对两位专家型数学教师课堂教学进行实录分析，得到专家型教师课堂教学隐喻语言使用的特点：教师课堂教学中两位教师多次使用隐喻，所用时间占课堂教学时间的15％左右，且以结构实体隐喻为主；隐喻语言主要出现在引入环节和探究新知环节，且以师生问答的形式呈现为主：概念教学使用范例进行隐喻教学，而程序教学中使用相似性材料进行隐喻教学．在概念性知识教学过程中，多使用与学生生活经验相关的范例——抽象对象隐喻，可以促进学生学习的积极性；在程序性知识教学过程中，多使用与所学对象具有相似性的教学材料，可以促进学生对操作性技能的理解．
Metaphor is the main representation of teachers＇ practical knowledge, which can help students understand mathematics better. Through the recording and quantitative analysis of video cases of expert teachers in mathematics classroom, there are some results after analysis： 1） Teachers use many metaphors in the classroom and most of that are structural-ontological metaphors, which takes a certain period of time. 2） Teachers use the metaphors mainly in the teaching process of introduce and explore by the form of question-answer. 3） During the process of concept teaching, the metaphors from the real-world examples can promote the students have more motivation to study. During the process of procedure teaching, the metaphors from similar materials can promote the students to understand the operational skill better.
出处
《数学教育学报》
北大核心
2013年第1期37-39,共3页
Journal of Mathematics Education
基金
2011年度教育部人文社会科学研究规划基金项目——教师课堂教学行为研究(11YJA880139)
关键词
专家型教师
隐喻
课堂教学
expert teacher
metaphor
classroom teaching
