發(fā)布時間：2018-01-13 15:09

  本文關鍵詞：支架式教學法在中學數(shù)學教學中的實踐與探索　出處：《延安大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 支架式教學法 中學數(shù)學 優(yōu)化課堂

【摘要】：傳統(tǒng)的中學數(shù)學課堂教學在實踐過程中已越來越不能適應當今教學的要求,新課改下,支架式教學法以其自身的優(yōu)越性倍受國內(nèi)外中學教師青睞。支架式教學法以維果茨基的建構主義理論、奧蘇伯爾的有意義學習理論以及皮亞杰的認知建構主義理論為基礎,認為教師在教學實踐中應該靈活地把握“判斷班里學生的當前總體學習發(fā)展狀況,建立適合全班學生的支架,引導進入學習情境,啟發(fā)獨立探索,鼓勵組內(nèi)成員協(xié)作學習,進行學習效果評價”這六個基本步驟,逐漸把學習的任務轉(zhuǎn)交給學生自己完成。當前的中學數(shù)學教學實踐重在培養(yǎng)學生自己主動完成學習任務的技能,支架式教學法以優(yōu)化中學數(shù)學課堂為目標,其作用值得探索。本研究分為五個部分,作如下安排:首先為緒論。本章重點介紹了支架式教學法的研究現(xiàn)狀、研究背景和研究內(nèi)容等。第二部分為支架式教學的理論基石。本章闡述了支架的種類、腳手架的建立以及支架式教學的相關概念。第三部分為支架式教學法應用于中學數(shù)學課堂教學的必要性和可行性。本章為文章的重點,筆者詳細地對支架式教學法下如何保持知識的系統(tǒng)性以及支架式教學應用于中學數(shù)學課堂教學的可行性進行了論述。第四部分為支架式教學法在數(shù)學課堂上的完整實踐案例分析。在其中,筆者運用案例形式一步步地向讀者展示了支架式教學法的實踐操作過程。第五部分為支架式教學法的教學反思。在本章中,筆者對支架式教學法優(yōu)勢和挑戰(zhàn)進行了總結,并對以后的研究進行了反思。
[Abstract]:The traditional middle school mathematics classroom teaching has been more and more unable to adapt to the requirements of today's teaching in the course of practice, so the new curriculum has been reformed. The scaffolding teaching method is favored by middle school teachers at home and abroad for its own superiority, while the scaffold teaching method is based on Vygotsky's constructivism theory. On the basis of Ausubel's meaningful learning theory and Piaget's cognitive constructivism theory, it is believed that teachers should grasp flexibly the current overall learning development of the class students in teaching practice. The six basic steps are to establish the scaffold suitable for the class, to guide the students into the learning situation, to inspire the independent exploration, to encourage the members of the group to study collaboratively, and to evaluate the learning effect. Gradually transfer the task of learning to the students to complete. The current middle school mathematics teaching practice focuses on cultivating students' skills of self-active completion of learning tasks. The scaffolding teaching method aims at optimizing middle school mathematics classroom. The role of this study is worth exploring. This study is divided into five parts, as follows: first, the introduction. This chapter focuses on the research status of the scaffolding teaching method. Research background and research content. The second part is the theoretical cornerstone of scaffolding teaching. This chapter describes the types of scaffolding. The third part is the necessity and feasibility of scaffolding teaching in middle school mathematics classroom teaching. This chapter is the focus of the article. The author discusses in detail how to maintain the systematization of knowledge under the scaffolding teaching method and the feasibility of applying scaffolding teaching in middle school mathematics classroom teaching. Part 4th is the end of the scaffolding teaching method in mathematics classroom. Case study of whole practice. The author uses the case form to show the reader the practical operation process of the scaffolding teaching method step by step. Part 5th is the teaching reflection of the scaffolding teaching method. In this chapter. The author summarizes the advantages and challenges of the scaffold teaching method, and reflects on the future research.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

【參考文獻】

相關期刊論文 前10條

1 王愛斌;;逆推法巧證空間垂直關系[J];中學數(shù)學;2012年03期

2 李峰;朱虹;臧壯旺;;淺議多媒體教學存在的誤區(qū)及思考[J];教育教學論壇;2011年04期

3 徐美娜;;“最近發(fā)展區(qū)”理論及對教育的影響與啟示[J];教育與教學研究;2010年05期

4 金橋;;古代不等式趣題[J];中學生數(shù)理化(七年級數(shù)學)(配合人教社教材);2010年05期

5 方明一;;繼承 改革 發(fā)展 創(chuàng)新 全面推進素質(zhì)教育 切實提高中學數(shù)學教學質(zhì)量——第六屆理事會工作報告[J];中國數(shù)學教育;2010年06期

6 徐吉志;;“行走”——中小學教育科研的獨特風景[J];天津教育;2009年07期

7 謝宗謨;;教學應當是在發(fā)展的前面,教學創(chuàng)造著最近發(fā)展區(qū)——淺談維果茨基的“最近發(fā)展區(qū)理論”在教學中的應用[J];科技信息(科學教研);2008年21期

8 曲霞;魏青;;“最近發(fā)展區(qū)”理論對課堂教學設計的啟示[J];科技風;2008年10期

9 李玉龍;;簡論數(shù)學“支架式教學模式”[J];紅河學院學報;2008年02期

10 陳艷斌;朱維宗;;支架式教學設計在高中數(shù)學教學中的實踐與思考[J];數(shù)學通報;2006年06期

相關碩士學位論文 前1條

1 洪樹蘭;數(shù)學“支架式教學”研究[D];云南師范大學;2006年

，

本文編號：1419375