中学数学教学设计三种常见取向的比较研究

发布时间：2019-07-06 20:47

【摘要】：众所周知,合理的教学设计不仅是课堂高效教学的有力保证,还有助于实现教学过程的最优化。所以,自教学设计被提出起一直备受中外学者关注。当前,基于各种不同理论基础的教学设计都应运而生,可谓百花齐放。然而,正如尺有所短寸有所长,世界上不存在绝对完美和万能的教学设计,每种取向的教学设计在独具特色的同时均有一定程度的不足。本文将对中学数学教学中常见的三种不同取向的教学设计进行比较研究,以期得到有益的结论,为提高一线教师教学设计能力提出中肯的建议,使其能够更加出色地完成教学任务。本文第一部分对所研究问题的提出过程、研究内容、研究方法、研究意义做出简明阐述。本文第二部分对教学设计的相关研究进行文献综述。首先分析了历史上关于教学设计这一概念在不同阶段的不同主张；其次,对数学教学设计的本质进行概述；并从数学教学设计模式、数学教学设计能力、数学教学设计取向三个方面对数学教学设计的研究近况加以阐述。本文第三部分从中学生数学学习的心理特点、建构主义学习观、新课程的教学理念、数学的学科特点四个方面阐明文章研究问题的理论依据；进而对数学教学设计的概念进行界定；通过梳理近十年中国知网收录的关于数学教学设计的文献,确定数学教学设计中三种常见的取向,即数学知识发生的逻辑取向、数学知识生成的心理取向、数学史融入数学教学取向；进而建立数学教学本质、数学教学逻辑、数学教学方法显化、数学教学创新四种比较维度。文章第四部分为教学设计情况的调查与分析。通过统计、分析问卷调查结果得出结论,以期为改进教学设计指明方向。本文第五部分为数学教学设计案例的比较研究。选取《椭圆及其标准方程》一课为例,通过四种比较维度的分析、一线教师的评价、综合分析对基于三种不同取向的教学设计进行比较。以具体案例为着眼点,期望能够以小见大。本文第六部分在阐述了不存在绝对完美和万能的教学设计,不同取向的教学设计之间也不存在绝对优劣的研究结论；基于此,笔者呼吁一线教师在今后教学设计过程中要以服务课堂、服务学生为主旨,整合不同取向,兼容并蓄、取长补短,并为一线教师提出有益的建议,以期达到更好地教学效果；文章最后对本文研究的局限性进行说明。
文内图片：

图片说明：图５．９阳光照射下球的霞子逡逑
[Abstract]:As we all know, reasonable teaching design is not only a powerful guarantee for efficient classroom teaching, but also helps to optimize the teaching process. Therefore, since the teaching design was put forward, it has been concerned by Chinese and foreign scholars. At present, teaching design based on various theoretical foundations emerges as the times require, which can be described as a hundred flowers blooming. However, just as there is a short dimension and a strong point, there is no absolutely perfect and universal teaching design in the world, and the teaching design of each orientation has a certain degree of deficiency at the same time. This paper will make a comparative study on the teaching design of three different orientations in middle school mathematics teaching, in order to get useful conclusions, and put forward some suggestions for improving the teaching design ability of front-line teachers, so that they can complete the teaching task better. In the first part of this paper, the process, research content, research methods and significance of the research are briefly described. The second part of this paper reviews the related research of teaching design. Firstly, this paper analyzes the different propositions of the concept of teaching design in history at different stages; secondly, summarizes the essence of mathematics teaching design; and expounds the recent research situation of mathematics teaching design from three aspects: mathematics teaching design mode, mathematics teaching design ability and mathematics teaching design orientation. The third part of this paper expounds the theoretical basis of the research problems from four aspects: the psychological characteristics of middle school students' mathematics learning, the constructivism learning view, the teaching concept of the new curriculum and the subject characteristics of mathematics, and then defines the concept of mathematics teaching design. By combing the literature on mathematics teaching design collected by China knowledge Network in recent ten years, this paper determines three common orientations in mathematics teaching design, namely, the logical orientation of mathematics knowledge generation, the psychological orientation of mathematics knowledge generation, and the integration of mathematics history into mathematics teaching orientation, and then establishes four comparative dimensions: mathematics teaching essence, mathematics teaching logic, mathematics teaching method visualization and mathematics teaching innovation. The fourth part of the article is the investigation and analysis of teaching design. Through statistics, this paper analyzes the results of the questionnaire and draws a conclusion in order to point out the direction for improving the teaching design. The fifth part of this paper is a comparative study of mathematical teaching design cases. Taking Ellipse and its Standard equation as an example, through the analysis of four comparative dimensions, the evaluation of front-line teachers, and the comprehensive analysis, this paper compares the teaching design based on three different orientations. With the specific case as the focus, I hope to see the whole through a small part. The sixth part of this paper expounds that there is no absolute perfect and universal teaching design, and there are no absolute advantages and disadvantages between the different orientated teaching designs. Based on this, the author calls on the front-line teachers to serve the classroom, serve the students as the main purpose, integrate different orientations, inclusive, learn from each other, and put forward useful suggestions for the first-line teachers in order to achieve better teaching results. At the end of the paper, the limitations of this study are explained.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【参考文献】