问题导向的初中数学合作学习教学设计研究

发布时间：2018-06-13 01:11

本文选题：问题导向 + 合作学习　；参考：《鲁东大学》2017年硕士论文

【摘要】：合作学习模式已经广泛应用于初中数学课堂,成为课堂教学中主要的教学模式。它的突出特点是能充分发挥学生的主体性,促使学生在积极思考、讨论交流中主动建构知识、发展智力、培养情感、提高能力。问题导向的合作学习(简称PCL)模式主张将问题融入到合作学习中,以问题为导向开展教学活动,让学生在异质小组中互相帮助、共同探究问题,致力于使学生在合作解决问题的过程中获得基础知识和技能,培养学生问题解决、合作学习的能力,从而促使学生全面发展。而教学设计是教师课前对教学任务、教学过程和教学方法等结构的编排,也被称为课堂教学蓝图,是课堂教学有序、有效实施的重要基础。本文旨在建立初中数学PCL教学设计模式,并结合具体教学内容进行案例设计。首先,本文通过文献分析法,对合作学习以及PCL模式的相关内容进行综述,并对PCL模式的概念、理论进行了阐述,其理论基础主要包括建构主义、需要层次理论和最近发展区理论。其次,本文以烟台三所初中的一线数学教师为调查对象,对合作学习模式的使用情况进行了调查,并结合具体的教学案例以及对教师的访谈,了解了合作学习模式的具体实践情况和教师的需求,重点关注PCL模式的相关内容,为后续的教学设计提供了有益参考。再次,在对迪克—凯瑞、史密斯—雷根和建构主义的教学设计模式分析和理解的基础上,融入PCL模式的教育理念,提出了问题导向的初中数学合作学习教学设计模式。该模式主要分为三个阶段:课前准备、教学过程和课后评价。其中,课前准备包括学习者分析、学习内容分析、制定教学目标和设计问题等四个环节;教学过程主要包括组建学习小组、创设问题情境、自主探究、合作解决问题、展示合作成果以及总结与评价等六个环节,这是本文的主体部分。最后,应用PCL模式,笔者尝试对鲁教版初中数学内容给出教学设计案例,并针对其中一个案例进行了教学实施。
[Abstract]:Cooperative learning model has been widely used in junior middle school mathematics classroom, and has become the main teaching mode in classroom teaching. Its outstanding feature is that it can give full play to students' subjectivity, urge students to actively construct knowledge, develop intelligence, cultivate emotion and improve their ability in active thinking and communication. Problem-oriented cooperative learning (PCL) model advocates integrating questions into cooperative learning and conducting problem-oriented teaching activities so that students can help each other in heterogeneous groups and explore problems together. It is committed to enable students to acquire basic knowledge and skills in the process of cooperative problem-solving, to cultivate students' ability of problem-solving and cooperative learning, and to promote students' all-round development. Teaching design is the structure arrangement of teachers' teaching tasks, teaching process and teaching methods before class, and it is also called the blueprint of classroom teaching, which is the important foundation for the orderly and effective implementation of classroom teaching. The purpose of this paper is to establish the teaching design model of mathematics PCL in junior high school, and to carry on the case design with the concrete teaching content. First of all, through the literature analysis, this paper summarizes the related contents of cooperative learning and PCL model, and expounds the concept and theory of PCL model, the theoretical basis of which mainly includes constructivism. Need hierarchy theory and proximal development area theory. Secondly, this paper takes the first-line mathematics teachers of three junior middle schools in Yantai as the object of investigation, investigates the use of cooperative learning model, and combines with specific teaching cases and interviews with teachers. The practical situation of cooperative learning model and teachers' needs are understood, and the relevant contents of PCL model are focused on, which provides a useful reference for the subsequent teaching design. Thirdly, on the basis of the analysis and understanding of the instructional design models of Dicker-Carey, Smiths-Reagan and constructivism, this paper puts forward a problem-oriented teaching design model of cooperative learning in mathematics in junior high school by incorporating the educational concept of PCL model. The model is divided into three stages: preparation before class, teaching process and evaluation after class. Among them, pre-class preparation includes four links: learner analysis, learning content analysis, teaching goal formulation and design problems, and the teaching process mainly includes setting up study groups, creating problem situations, exploring independently, and cooperating to solve problems. It is the main part of this paper to show the cooperation results and summarize and evaluate the six links. Finally, using PCL model, the author tries to give a teaching design case for the mathematics content of Lujiao version of junior high school, and carries out the teaching implementation for one of the cases.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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