数学活动在初中奠基教学中的应用研究
发布时间：2019-01-16 07:30
【摘要】：当今的数学课存在将过程教学化为结果教学的现象,而课程导入部分甚至已经被异化或者舍去。实际经验的缺失使数学与实践相脱离,学生难以建立有效的心理表象。《义务教育数学课程标准(2011版)》提出:课程内容要贴近学生实际,有利于学生思考和理解,需要重视过程。理论虽然众多,但是可操作性的解决方案仍存在较大空白。针对这个现象,根据台湾林福来教授提出的“奠基活动模组”设想,本文开发了数学活动式的奠基教学,意图帮助学生获得数学知识块的关键点和实际经验,重塑课程导入部分的功效。同时也考虑奠基教学中学生对于知识块关键点的掌握、实际经验的获得和数学态度转变的情况。首先笔者通过文献分析法对奠基教学和数学活动的开发和实施进行了理论上的探讨、反思和总结,利用“OCTL模型”、“数学活动的基本原则”以及“数学活动的设计思路”,选择沪教版初中“配方法”和“概率”的两个知识块开发了两个数学活动,其中“配方法”的数学活动是拼图游戏式的个人探究型,“概率”的数学活动是团体竞争型。之后选择了四位七年级学生进行了奠基教学,并获的了活动录像、学习单、后测试卷及访谈录音。接着笔者对获取的资料进行了总结分析。本文主要得到以下结论:1.对于活动本文发现:学生对于奠基教学兴趣度很高;学生对于团体竞争型活动积极性高于个人探究型;数学活动完成对于学生数学基础有一定要求,但是和学生的数学成绩基本没有关联;2.对于学生的数学感受本文发现:奠基教学有助于提升学生的数学学习成就感;奠基教学能够帮助学生获得知识块的关键点,并且获得实际经验;奠基教学能够提升学生数学学习的积极性。最后本文对奠基教学做出了展望:教育工作者可以组成奠基教学小组,开发并共享数学活动,将其运用于教学之中。
[Abstract]:Nowadays, the mathematics course has the phenomenon of turning process teaching into result teaching, and the part of curriculum introduction has even been alienated or abandoned. The absence of practical experience makes it difficult for students to establish an effective psychological representation because of the lack of practical experience. < Mathematics Curriculum Standard for compulsory Education (2011 Edition) >: the curriculum content should be close to the students' reality, which is conducive to students' thinking and understanding. Attention should be paid to process. Although there are many theories, there is still a big gap in the operational solution. In view of this phenomenon, according to the conception of "Foundation laying activity Module" put forward by Professor Lin Fulai of Taiwan, this paper has developed the foundation laying teaching of mathematical activity formula, with the intention of helping students obtain the key points and practical experience of mathematical knowledge block. Reinventing the effectiveness of the introduction section of the course. At the same time, the students' mastery of the key points of knowledge block, the acquisition of practical experience and the change of mathematical attitude are also considered. First of all, the author makes a theoretical discussion on the development and implementation of foundation teaching and mathematical activities through the method of literature analysis, reflecting and summarizing, using "OCTL Model", "the basic principles of Mathematical activities" and "the Design ideas of Mathematical activities". Two mathematical activities were developed by choosing the two knowledge blocks of "matching method" and "probability" in Shanghai Education Edition. The mathematical activity of "matching method" is a jigsaw puzzle type of personal inquiry, and the mathematical activity of "probability" is a type of group competition. After that, four seventh graders were selected to lay the foundation, and received video recording, study sheet, post-test paper and interview recording. Then the author summarized and analyzed the obtained data. The main conclusions of this paper are as follows: 1. As for the activities, this paper finds that the students have a high degree of interest in foundation building teaching, and students are more active in group competitive activities than in individual inquiry ones. Mathematics activity completion has certain requirements for students' mathematics foundation, but has no relation with students' mathematics achievement basically; 2. For students' mathematical feelings, this paper finds that foundation teaching helps to promote students' sense of achievement in mathematics learning, and foundation teaching can help students to obtain the key points of knowledge block and practical experience. Foundation-laying teaching can promote students' enthusiasm in mathematics learning. In the end, the author makes a prospect of foundation laying teaching: educators can form foundation laying teaching group, develop and share mathematics activities, and apply them to 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】：G633.6
本文编号：2409594
[Abstract]:Nowadays, the mathematics course has the phenomenon of turning process teaching into result teaching, and the part of curriculum introduction has even been alienated or abandoned. The absence of practical experience makes it difficult for students to establish an effective psychological representation because of the lack of practical experience. < Mathematics Curriculum Standard for compulsory Education (2011 Edition) >: the curriculum content should be close to the students' reality, which is conducive to students' thinking and understanding. Attention should be paid to process. Although there are many theories, there is still a big gap in the operational solution. In view of this phenomenon, according to the conception of "Foundation laying activity Module" put forward by Professor Lin Fulai of Taiwan, this paper has developed the foundation laying teaching of mathematical activity formula, with the intention of helping students obtain the key points and practical experience of mathematical knowledge block. Reinventing the effectiveness of the introduction section of the course. At the same time, the students' mastery of the key points of knowledge block, the acquisition of practical experience and the change of mathematical attitude are also considered. First of all, the author makes a theoretical discussion on the development and implementation of foundation teaching and mathematical activities through the method of literature analysis, reflecting and summarizing, using "OCTL Model", "the basic principles of Mathematical activities" and "the Design ideas of Mathematical activities". Two mathematical activities were developed by choosing the two knowledge blocks of "matching method" and "probability" in Shanghai Education Edition. The mathematical activity of "matching method" is a jigsaw puzzle type of personal inquiry, and the mathematical activity of "probability" is a type of group competition. After that, four seventh graders were selected to lay the foundation, and received video recording, study sheet, post-test paper and interview recording. Then the author summarized and analyzed the obtained data. The main conclusions of this paper are as follows: 1. As for the activities, this paper finds that the students have a high degree of interest in foundation building teaching, and students are more active in group competitive activities than in individual inquiry ones. Mathematics activity completion has certain requirements for students' mathematics foundation, but has no relation with students' mathematics achievement basically; 2. For students' mathematical feelings, this paper finds that foundation teaching helps to promote students' sense of achievement in mathematics learning, and foundation teaching can help students to obtain the key points of knowledge block and practical experience. Foundation-laying teaching can promote students' enthusiasm in mathematics learning. In the end, the author makes a prospect of foundation laying teaching: educators can form foundation laying teaching group, develop and share mathematics activities, and apply them to 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】：G633.6
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