發(fā)布時(shí)間：2018-06-26 21:56

  本文選題：活動(dòng)理論 + 數(shù)學(xué)課堂　； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：眾所周知,學(xué)習(xí)知識的過程不是由外及內(nèi)的簡單傳遞過程,而是學(xué)習(xí)者通過參與活動(dòng)獲得經(jīng)驗(yàn)并主動(dòng)建構(gòu)的過程,杜威也主張活動(dòng)是學(xué)習(xí)者學(xué)習(xí)的必要條件。《義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)(2011年版)》指出:“通過義務(wù)教育階段的數(shù)學(xué)學(xué)習(xí),學(xué)生能獲得適應(yīng)社會生活和進(jìn)一步發(fā)展所必須的數(shù)學(xué)的基礎(chǔ)知識、基本技能、基本思想、基本活動(dòng)經(jīng)驗(yàn)�！比欢�,學(xué)生的基本知識技能的學(xué)習(xí)、基本思想、活動(dòng)經(jīng)驗(yàn)的獲得大部分都是在課堂教學(xué)過程開展的活動(dòng)中實(shí)現(xiàn)的。因此,如何設(shè)計(jì)出能夠促進(jìn)學(xué)生數(shù)學(xué)思維的優(yōu)質(zhì)高效的數(shù)學(xué)課堂教學(xué)活動(dòng),是小學(xué)數(shù)學(xué)教師的主要任務(wù),也是關(guān)乎教學(xué)質(zhì)量和教學(xué)有效性的關(guān)鍵。外國學(xué)者喬納森以及國內(nèi)學(xué)者楊開成等主張用活動(dòng)理論分析課堂教學(xué)活動(dòng)設(shè)計(jì)過程,這是一個(gè)新的分析視角。在這個(gè)新的視角下,數(shù)學(xué)課堂更多關(guān)注的是學(xué)生在教學(xué)過程中參與的活動(dòng)、他們在活動(dòng)中使用的工具的本質(zhì)、活動(dòng)中同學(xué)之間的社會關(guān)系、活動(dòng)中的客體、活動(dòng)的目的和結(jié)果,而不是知識狀態(tài)。本研究的理論依據(jù)是活動(dòng)理論,本研究綜合運(yùn)用文獻(xiàn)研究、課堂觀察、個(gè)案分析、實(shí)踐反思等研究方法著重探討小學(xué)數(shù)學(xué)課堂教學(xué)活動(dòng)設(shè)計(jì)的關(guān)注要點(diǎn)、課堂教學(xué)活動(dòng)設(shè)計(jì)基本過程與策略,并通過對一節(jié)數(shù)學(xué)家常課“線段、射線、直線”進(jìn)行個(gè)案研究,運(yùn)用小學(xué)數(shù)學(xué)課堂教學(xué)活動(dòng)設(shè)計(jì)的關(guān)注點(diǎn)、基本過程、策略等研究結(jié)果對其進(jìn)行分析,發(fā)現(xiàn)個(gè)案中存在的不足之處并改進(jìn)完善,進(jìn)一步檢驗(yàn)本研究所得的主要結(jié)論并努力為小學(xué)數(shù)學(xué)課堂教學(xué)活動(dòng)設(shè)計(jì)提供一個(gè)可以參考的范例。研究結(jié)果表明:活動(dòng)理論下的小學(xué)數(shù)學(xué)課堂教學(xué)活動(dòng)設(shè)計(jì)需要關(guān)注活動(dòng)設(shè)計(jì)的系統(tǒng)化、數(shù)學(xué)化、活動(dòng)性以及活動(dòng)設(shè)計(jì)的主體;小學(xué)數(shù)學(xué)課堂教學(xué)活動(dòng)設(shè)計(jì)的基本過程包括前端分析(包括對學(xué)習(xí)者特征、教學(xué)內(nèi)容和學(xué)習(xí)者需要的分析)、教學(xué)方案設(shè)計(jì)(主要包括課時(shí)教學(xué)目標(biāo)的編寫、教學(xué)內(nèi)容與過程的設(shè)計(jì)、教學(xué)工具與資源的選擇)、評價(jià)與修正這三個(gè)階段,每個(gè)階段都需要運(yùn)用相關(guān)的學(xué)科理論與方法,并且構(gòu)成了封閉的循環(huán)圈。通過上述研究成果,本文嘗試性地提出了小學(xué)數(shù)學(xué)課堂教學(xué)活動(dòng)設(shè)計(jì)策略,具體包括:(1)開放內(nèi)容,增強(qiáng)數(shù)學(xué)活動(dòng)與生活的聯(lián)系;(2)尊重學(xué)生,提供自主探索的機(jī)會;(3)關(guān)注交往,實(shí)現(xiàn)合作互動(dòng)中的建構(gòu);(4)更新工具,運(yùn)用現(xiàn)代化的教學(xué)媒體。
[Abstract]:As we all know, the process of learning knowledge is not a simple transfer process from outside and inside, but a process in which learners gain experience and construct actively by participating in activities. Dewey also argues that activity is a necessary condition for learners to learn. The Mathematics Curriculum Standard for compulsory Education (2011 Edition) points out: "Mathematics learning through compulsory education," Students can acquire the basic mathematical knowledge, basic skills, basic ideas, and basic activity experience necessary to adapt to social life and further develop. " However, the acquisition of students' basic knowledge and skills, basic ideas and activity experiences are mostly realized in the activities carried out in the classroom teaching process. Therefore, how to design high quality and efficient mathematics classroom teaching activities which can promote students' mathematical thinking is the main task of primary school mathematics teachers, and also the key to teaching quality and teaching effectiveness. Jonathan, a foreign scholar, and Yang Kaicheng, a domestic scholar, advocate the use of activity theory to analyze the design process of classroom teaching activities, which is a new perspective. In this new perspective, the mathematics classroom pays more attention to the activities in which the students participate in the teaching process, the nature of the tools they use in the activities, the social relations between the students in the activities, the objects in the activities, the purpose and the results of the activities. Not the state of knowledge. The theoretical basis of this study is activity theory, this study comprehensively uses literature research, classroom observation, case analysis, practice reflection and other research methods to focus on the primary school mathematics classroom teaching activities design focus. The basic process and strategy of classroom teaching activity design, and through the case study of "line segment, ray, straight line", using the focus of primary school mathematics classroom teaching activity design, the basic process, The results of the study, such as strategy analysis, find out the shortcomings of the case and improve it, and further test the main conclusions of this study and try to provide a reference example for the primary school mathematics classroom teaching activities design. The research results show that: the primary school mathematics classroom teaching activity design under the activity theory needs to pay attention to the activity design systematization, the mathematics, the activity and the activity design main body; The basic process of primary school mathematics classroom teaching activity design includes front-end analysis (including analysis of learners' characteristics, teaching content and learners' needs), teaching scheme design (mainly including the writing of teaching objectives during class hours). The design of teaching content and process, the selection of teaching tools and resources), the evaluation and revision of these three stages, each stage needs to use the relevant discipline theory and method, and form a closed circle. Through the above research results, this paper tries to put forward the design strategies of mathematics classroom teaching activities in primary schools, including: (1) opening up the content, strengthening the connection between mathematics activities and life; (2) respecting students and providing opportunities for independent exploration; (3) paying close attention to communication. To realize the construction of cooperative interaction; (4) to update the tools and use modern teaching media.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5

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