| 中小学数学教师感知的创造性课堂环境的结构与特点 |
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| 引用本文： | 徐彦辉.中小学数学教师感知的创造性课堂环境的结构与特点[J].宁波大学学报(教育科学版),2021,0(1):100-108. |
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| 作者姓名： | 徐彦辉 |
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| 作者单位： | (温州大学 数理学院,浙江 温州 325035) |
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| 摘 要： | 运用程黎和郑昊（2017）设计的中小学创造性课堂环境评估表（教师版），调查发现中小学数学教师感受到的创造性课堂环境因素分为六个维度:（1）教师给予学生的支持；（2）教师对课堂的领导掌控力；（3）教师放权；（4）学生之间的关系；（5）促进学生间的交流；（6）提高学生的凝聚力。中小学数学教师对课堂的领导掌控力和促进学生间的交流在学历、职称、学段、学校类型和教师所获得的荣誉上都有显著性差异。初中数学教师在给予学生的支持、促进学生间的交流、提高学生的凝聚力及教师对课堂的领导掌控力等维度上都优于高中与小学数学教师。小学数学教师更重视放权让学生在课堂上的创造性表现，而高中数学教师则相对较少放权让学生在课堂上表现。获得省级及以上荣誉的教师对于课堂掌控及放权让学生表现上优于其他类型的教师，未获得荣誉的教师在课堂上的各方面都略差于获得过荣誉的教师。研究生学历的教师对课堂的领导掌控力、放权让学生在课堂上表现、与学生间的关系、促进学生间的交流以及提高学生的凝聚力这些维度上都比其他学历的数学教师更好。高级教师放权让学生在课堂上表现、对课堂的掌控力以及给予学生的支持和促进学生间的交流上都比其他级别的教师更好。重点学校的数学教师在创造性课堂环境的各个维度上都优于普通学校的数学教师。女教师给予学生的支持以及促进学生间的关系与交流上要优于男教师，男教师在对课堂的掌控力、放权让学生在课堂上表现及提高学生的凝聚力上比女教师稍有优势。这些结论对引导和干预中小学数学教师积极营造创造性的课堂环境有借鉴意义。
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| 关 键 词： | 中小学 数学教师 数学创造力 课堂环境 |
Structure and Feature of Primary and Secondary Schools Maths Teachers Perception of Creative Classroom Environment |
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| XU Yan-hui.Structure and Feature of Primary and Secondary Schools Maths Teachers Perception of Creative Classroom Environment[J].Journal of Ningbo University(Educational Science Edition),2021,0(1):100-108. |
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| Authors: | XU Yan-hui |
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| Institution: | ( College of Mathematics and Physics, Wenzhou University, Wenzhou 325035, China ) |
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| Abstract: | This research used the creative classroom environment scale designed by Cheng Li and Zheng Hao to explore the factors in the creative classroom environment of elementary and secondary schools’ mathematics teachers’perception, involving teachers’support, leadership, decentralization, promotion of students’communication, teacher-student relationship, and class cohesion enhancement. Significant differences were found in teachers’ education, grades, teachers’ titles, school types, teaching age, gender, and honors obtained by the faculty members. Mathematics teachers in junior middle schools scored better than those in high schools and primary schools in terms of students’support, communication promotion, students’ cohesion and teachers’ leadership in classroom. Primary maths teachers were found to pay more attention to encouraging students to be creative in class than those in high schools. Teachers awarded provincial or higher honors performed better in controlling the class and mobilizing students to participate than their counterparts obtaining no honors. Teachers with graduate degrees did better in classroom control, students’participation in class, interaction with students, students’communication and students’ cohesion. Senior teachers performed better in mobilizing students to interact in class, controlling the class atmosphere, supporting and facilitating students’ interaction. Maths teachers in key schools appeared better in shaping creative classroom environments. Females did better than males in supporting and promoting the students’ interactions. Male teachers had a slight advantage over their female counterparts in class control, students’ performance and cohesion. These findings provide important suggestions for teachers to build creative classroom environments |
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| Keywords: | primary and secondary school mathematics teacher mathematical creativity classroom environment |
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