CAJ | 학술논문

小班教学有利于教师全面了解每一位学生，因材施教，使得课堂教学更具针对性，学生的活动空间增加，师生交流机会增多，为学生的动手实践、合作交流提供了有利的条件，促进了学生的个性发展。初中数学小班课堂教学，通过构建激励机制，优化了数学课堂教学，提高了课堂效益。本文从师生课堂角色的转变，分层教学、小组合作，注重情感体验、和谐课堂氛围，优化激励机制、进行有效评价四个方面探讨了构建激励机制，优化初中小班化数学课堂教学。
소반교학유리우교사전면료해매일위학생，인재시교，사득과당교학경구침대성，학생적활동공간증가，사생교류궤회증다，위학생적동수실천、합작교류제공료유리적조건，촉진료학생적개성발전。초중수학소반과당교학，통과구건격려궤제，우화료수학과당교학，제고료과당효익。본문종사생과당각색적전변，분층교학、소조합작，주중정감체험、화해과당분위，우화격려궤제、진행유효평개사개방면탐토료구건격려궤제，우화초중소반화수학과당교학。
Small-class teaching can help the teacher learn about the situation of every student and teach them in accordance with their aptitude. It can make classroom teaching more pertinent, give students more space for activities, increase teacher-student communications, provide beneficial conditions for students' prac-tice and cooperation, and promote students' individual develop-ment. In small classroom teaching for secondary school mathe-matics, to improve class effectiveness, we should construct the stimulation mechanism and optimize mathematics classroom teaching. From the transformation of teachers' and students' roles in class, hierarchical teaching, group cooperation, focusing on e-motional experience, establishing classroom atmosphere, opti-mizing stimulation mechanism and carrying out effective evalua-tion, this paper explores the construction of the stimulation mechanism and the optimization of small-class mathematics classroom teaching in secondary schools.