基于支架式教学的小学数学几何概念教学设计研究

发布时间：2018-07-09 15:27

本文选题：支架式教学 + 几何概念　；参考：《上海师范大学》2017年硕士论文

【摘要】：小学数学图形与几何的概念教学常常因为其内容抽象、不易理解,而成为教师和学生头疼的内容。如何在教学过程中突显学生学习的自主性,提高学生的自学能力是当前教育界关注的热点问题。新一轮基础教育课程改革着重强调学生在教学中的主体地位,教师如何帮助学生学好这部分的内容,从简单的知识传授者向帮助学生建构知识框架的协助者转变,这些都是值得我们研究的问题。建立在建构主义理论基础之上的支架式教学,体现的是“教”与“学”方式的真正转变。这样的课堂教学打破了传统的“教师讲,学生听”的课堂教学模式,取而代之为以学生为主体的教学模式。在支架式教学的实施过程中,通过情境的创设和教学支架的辅助支撑作用,学生的认知发展不断地穿越“最近发展区”,从“现有发展水平”提升到“潜在发展水平”,教师也将学习的责任逐步从自己的身上转移到学生身上去,让学生进行自主学习。本研究基于支架式教学,通过大量的文献收集与整理,了解了国内外支架式教学和几何概念教学设计的研究动向,并在此基础上,采取了课堂观察法和案例研究法,对沪教版小学数学几何概念类重点38篇课例进行了课堂观察和分析研究,结果发现,支架式教学理论适合小学数学几何概念类课型,并从中尝试归纳出基于支架式教学的小学数学几何概念教学设计原则:以学生为中心的原则;以问题为核心的原则;情境化为中心的原则;整体构建为中心的原则;协作交流为中心的原则。在此基础上,进一步归纳出基于支架式教学的小学数学几何概念教学设计策略:首先要合理利用教学过程中的最近发展区,然后要搭建适用于不同几何概念类型的教学支架,之后是要有效创设利于学生探究的几何问题情境,最后是要适时灵活调整几何概念教学支架。其中尤为重要的是,在搭建适用于不同几何概念类型的教学支架中,本文尝试提出针对不同的几何概念知识搭建不同的支架:在图形计算的教学中,要以“新旧知识的衔接点”为支架,促进知识同化;在图形测量的教学中,要以“认知冲突”为支架,促进知识顺应;在图形认识的教学中,要以“直观、形象”为支架,促进知识习得。以期这些策略能对提高学生学习效果有帮助,并为一线教师基于支架式教学实施几何概念教学提供参考和建议。
[Abstract]:The concept teaching of mathematics graphics and geometry in primary school often becomes a headache for teachers and students because its contents are abstract and difficult to understand. How to highlight the autonomy of students' learning and improve students' self-study ability in the teaching process is a hot issue in the field of education. The new round of basic education curriculum reform emphasizes the main position of students in teaching. How can teachers help students learn this part of the curriculum and change from a simple knowledge teacher to a helper who helps students to construct a framework of knowledge? These are all problems worthy of our study. The scaffolding teaching based on constructivism theory embodies the real transformation of teaching and learning. This kind of classroom teaching breaks the traditional classroom teaching mode of "teacher speaking and students listening" and replaces it with student-centered teaching mode. In the implementation of scaffolding teaching, through the creation of situation and the supporting role of teaching scaffolds, the cognitive development of students is constantly moving through the "proximal development area", from "existing level of development" to "potential level of development". Teachers also gradually transfer the responsibility of learning from themselves to students, allowing students to learn independently. This study is based on scaffolding teaching, through a large number of literature collection and collation, understand the research trends of scaffolding teaching and geometric concept teaching design at home and abroad, and on this basis, take classroom observation method and case study method. This paper makes classroom observation and analysis on 38 key lessons of mathematics geometry concept in Shanghai elementary school. The results show that the scaffolding teaching theory is suitable for elementary school mathematics geometry concept class. And try to sum up the elementary school mathematics geometry concept teaching design principle based on the scaffolding teaching: the student-centered principle, the problem-centered principle, the situation-centered principle, the overall construction as the center principle; The principle of cooperation and communication as the center. On this basis, the teaching design strategy of elementary school mathematics geometry concept based on scaffolding teaching is further summed up: firstly, the proximal development area in the teaching process should be used reasonably, and then the teaching scaffold suitable for different geometric concept types should be built. After that, it is necessary to effectively create the geometry problem situation for students to explore, and finally to adjust the teaching support of geometric concept flexibly at the right time. The most important thing is that in the construction of teaching scaffolds suitable for different types of geometric concepts, this paper tries to build different scaffolds for different knowledge of geometric concepts: in the teaching of graphic computing, To promote the assimilation of knowledge, we should use "cognitive conflict" as the scaffold to promote knowledge adaptation in the teaching of graphic understanding, and take "intuitionism and image" as scaffolds in the teaching of graphic understanding. Promote knowledge acquisition. It is expected that these strategies can be helpful to improve students' learning effect and provide references and suggestions for first-line teachers to implement geometric concept teaching based on scaffolding teaching.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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