本文選題：HPM案例　切入點：教學設計　出處：《基礎教育》2017年02期 　論文類型：期刊論文

【摘要】：通過對個案教師"角的初步認識"這一HPM案例開發(fā)過程中多個版本教學設計中教學目標、教學過程、數(shù)學史的使用與案例形成過程中訪談的質性分析發(fā)現(xiàn),HPM案例開發(fā)不僅對個案教師的目標定位、內容設計、史料使用等產(chǎn)生了一系列積極的影響,而且對個案教師與課例相關的MKT各個維度的知識、數(shù)學觀與數(shù)學史的使用觀念等的轉變也產(chǎn)生了積極的作用,但對需要時間積累的SCK、KCC的影響不大。這要求小學數(shù)學教師一方面要將HPM案例開發(fā)常態(tài)化,另一方面教師自身也需要做好知識儲備,提升教育取向的數(shù)學史研究能力和將數(shù)學史與教學內容契合的能力。
[Abstract]:Through the case teacher's "angle's preliminary understanding", this HPM case development process in the multi-version teaching design teaching goal, the teaching process, The qualitative analysis of the use of mathematical history and the process of case formation shows that the development of HPM cases not only has a series of positive effects on the target orientation, content design and historical data use of case teachers, but also on the development of HPM cases. Moreover, the change of the knowledge of each dimension of MKT, the view of mathematics and the concept of the use of history of mathematics, which is related to the case study, also has a positive effect on the case teacher's knowledge of each dimension of MKT. However, it has little effect on SCKCs which need time to accumulate. This requires primary school mathematics teachers to normalize the development of HPM cases on the one hand, and teachers themselves to make a good knowledge reserve on the other. Improve the educational orientation of the history of mathematics research and the ability to match the history of mathematics and teaching content.
【作者單位】： 華東師范大學數(shù)學系;華東師范大學教師教育學院;
【基金】：上海市教育科學研究重大項目“中小學數(shù)學教學書的有效設計”子課題“中小學數(shù)學教科書中數(shù)學文化素材的案例設計”(項目號:D1508)
【分類號】：G623.5
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本文編號：1571311