CAJ | 학술논문

在对两个普通初中班级4节数学课录像的基础上，对每班绩优生、中等生、学困生等3类学生各2名（共12名）以及任课教师进行课堂行为回顾、访谈，发现在不同类型的学生之间、教师和学生之间，在数学课堂有效教学的教学方式和心理环境条件认同上存在许多的共同点和多样的差异，它提示教师在提高数学课堂教学的有效性时需要根据学生的数学学习需要，在具体的教学方式和心理环境条件因素上进行有针对性的处置。
재대량개보통초중반급4절수학과록상적기출상，대매반적우생、중등생、학곤생등3류학생각2명（공12명）이급임과교사진행과당행위회고、방담，발현재불동류형적학생지간、교사화학생지간，재수학과당유효교학적교학방식화심리배경조건인동상존재허다적공동점화다양적차이，타제시교사재제고수학과당교학적유효성시수요근거학생적수학학습수요，재구체적교학방식화심리배경조건인소상진행유침대성적처치。
With the analysis of 4 mathematics teaching videos and interviews with 2 teachers, 2 outstanding students, 2 middle-grade students and 2 students with lower scores (12 in total) from every class on the methods and psychology environment conditions for effective mathematics teaching in junior middle school, it shows that there are many common aspects and differences in diversity in students of 3 different types, between teachers and students. To improve the effectiveness of mathematics teaching in junior middle school, teachers need disposing teaching methods and psychological factors of environmental conditions specifically, according to the students' mathematics learning needs.