基于促進(jìn)理解模式的“長(zhǎng)方體和正方體表面積”教學(xué)設(shè)計(jì)研究
發(fā)布時(shí)間：2018-11-18 07:04
【摘要】：面積教學(xué)是“圖形與幾何”領(lǐng)域的重要內(nèi)容,平面圖形到立體圖形的教學(xué)情況,直接影響著學(xué)生幾何空間觀念的建立,解決實(shí)際問(wèn)題能力的培養(yǎng)�？v觀整個(gè)面積教學(xué)實(shí)踐,可以看出,教師在進(jìn)行教學(xué)設(shè)計(jì)時(shí),基于個(gè)人的教學(xué)經(jīng)驗(yàn),缺乏理論的指導(dǎo),導(dǎo)致課堂教學(xué)的低效,學(xué)生理解的片面性,缺乏應(yīng)用意識(shí)。促進(jìn)理解模式理論指出,在教學(xué)設(shè)計(jì)時(shí),一方面,教師應(yīng)該關(guān)注逆向設(shè)計(jì),強(qiáng)調(diào)教學(xué)目標(biāo)的導(dǎo)向性作用;另一方面,教師應(yīng)該從多種維度,設(shè)置引導(dǎo)性問(wèn)題,實(shí)現(xiàn)對(duì)數(shù)學(xué)知識(shí)的深層次、持久性地理解;幫助學(xué)生建立空間觀念,增強(qiáng)學(xué)生的應(yīng)用意識(shí)。因此,論文以促進(jìn)理解模式為理論支撐點(diǎn),一方面,參考盛群力教授提出的逆向教學(xué)設(shè)計(jì)理論和小學(xué)數(shù)學(xué)面積教學(xué)的特點(diǎn),另一方面,根據(jù)曹一鳴教授、張福順教授提出的數(shù)學(xué)教學(xué)設(shè)計(jì)的理論框架,提出了小學(xué)數(shù)學(xué)面積教學(xué)的教學(xué)設(shè)計(jì),同時(shí),以蘇教版六年級(jí)《長(zhǎng)方體和正方體的表面積》為例,進(jìn)行單元教學(xué)設(shè)計(jì)。在整個(gè)教學(xué)設(shè)計(jì)中,首先進(jìn)行學(xué)習(xí)者分析,運(yùn)用調(diào)查問(wèn)卷,了解學(xué)生的認(rèn)知水平,同時(shí),從課程標(biāo)準(zhǔn)和教材作相應(yīng)的教學(xué)內(nèi)容分析。以此為基礎(chǔ),根據(jù)提出的促進(jìn)理解模式理論和教學(xué)設(shè)計(jì)框架,進(jìn)行2個(gè)課時(shí)的單元教學(xué)設(shè)計(jì),并予以實(shí)施。通過(guò)課堂教學(xué)實(shí)錄、練習(xí)反饋,可以發(fā)現(xiàn),基于促進(jìn)理解模式理論的教學(xué)設(shè)計(jì)能夠有效的、深入的理解數(shù)學(xué)知識(shí),提高學(xué)生的應(yīng)用知識(shí),解決實(shí)際問(wèn)題的能力,形成良好的認(rèn)知結(jié)構(gòu)。最后,反思《長(zhǎng)方體和正方體的表面積》的實(shí)施,了解實(shí)施過(guò)程中取得的成效與不足,建議在教學(xué)設(shè)計(jì)中應(yīng)該巧妙設(shè)置基于理解6個(gè)維度的引導(dǎo)性問(wèn)題;扎實(shí)鞏固重要的基礎(chǔ)知識(shí)、基本技能;靈活選擇“WHERE”課堂教學(xué)結(jié)構(gòu)、“GRASPS”評(píng)價(jià)方式。
[Abstract]:Area teaching is an important content in the field of "graphics and geometry". The teaching of plane graphics to three-dimensional graphics directly affects the establishment of students' concept of geometric space and the cultivation of their ability to solve practical problems. Looking at the teaching practice of the whole area, we can see that when the teacher carries on the teaching design, based on the personal teaching experience, the lack of the guidance of the theory, which leads to the low efficiency of classroom teaching, the one-sidedness of students' understanding, and the lack of application consciousness. The theory of promoting understanding mode points out that, in teaching design, teachers should pay attention to reverse design and emphasize the guiding role of teaching objectives; On the other hand, teachers should set up leading problems from various dimensions, realize deep and persistent understanding of mathematical knowledge, help students to establish spatial concepts and enhance students' application consciousness. Therefore, the paper takes the mode of promoting understanding as the theoretical support. On the one hand, it refers to the characteristics of reverse instructional design theory and elementary school mathematics area teaching proposed by Professor Sheng Qunli, on the other hand, according to Professor Cao Yiming, The theoretical framework of mathematics teaching design put forward by Professor Zhang Fushun, and the teaching design of elementary school mathematics area teaching is put forward. At the same time, taking the surface area of cuboid and cuboid in the sixth grade of Su education edition as an example, the unit teaching design is carried out. In the whole teaching design, the learner analysis is carried out first, and the cognitive level of the students is understood by using the questionnaire. At the same time, the corresponding teaching contents are analyzed from the curriculum standard and the teaching material. On this basis, according to the theory of promoting understanding mode and the framework of teaching design, the unit teaching design of two class hours is carried out and implemented. Through the classroom teaching record and practice feedback, we can find that the teaching design based on the theory of promoting understanding mode can effectively and deeply understand mathematics knowledge, improve students' applied knowledge and solve practical problems. Form a good cognitive structure. Finally, we reflect on the implementation of the surface area of cuboids and cuboids, understand the achievements and shortcomings in the implementation process, and propose that the guiding problems based on understanding six dimensions should be skillfully set in the teaching design. Consolidate important basic knowledge, basic skills, flexible choice of "WHERE" classroom teaching structure, "GRASPS" evaluation method.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5
，
本文編號(hào)：2339246
[Abstract]:Area teaching is an important content in the field of "graphics and geometry". The teaching of plane graphics to three-dimensional graphics directly affects the establishment of students' concept of geometric space and the cultivation of their ability to solve practical problems. Looking at the teaching practice of the whole area, we can see that when the teacher carries on the teaching design, based on the personal teaching experience, the lack of the guidance of the theory, which leads to the low efficiency of classroom teaching, the one-sidedness of students' understanding, and the lack of application consciousness. The theory of promoting understanding mode points out that, in teaching design, teachers should pay attention to reverse design and emphasize the guiding role of teaching objectives; On the other hand, teachers should set up leading problems from various dimensions, realize deep and persistent understanding of mathematical knowledge, help students to establish spatial concepts and enhance students' application consciousness. Therefore, the paper takes the mode of promoting understanding as the theoretical support. On the one hand, it refers to the characteristics of reverse instructional design theory and elementary school mathematics area teaching proposed by Professor Sheng Qunli, on the other hand, according to Professor Cao Yiming, The theoretical framework of mathematics teaching design put forward by Professor Zhang Fushun, and the teaching design of elementary school mathematics area teaching is put forward. At the same time, taking the surface area of cuboid and cuboid in the sixth grade of Su education edition as an example, the unit teaching design is carried out. In the whole teaching design, the learner analysis is carried out first, and the cognitive level of the students is understood by using the questionnaire. At the same time, the corresponding teaching contents are analyzed from the curriculum standard and the teaching material. On this basis, according to the theory of promoting understanding mode and the framework of teaching design, the unit teaching design of two class hours is carried out and implemented. Through the classroom teaching record and practice feedback, we can find that the teaching design based on the theory of promoting understanding mode can effectively and deeply understand mathematics knowledge, improve students' applied knowledge and solve practical problems. Form a good cognitive structure. Finally, we reflect on the implementation of the surface area of cuboids and cuboids, understand the achievements and shortcomings in the implementation process, and propose that the guiding problems based on understanding six dimensions should be skillfully set in the teaching design. Consolidate important basic knowledge, basic skills, flexible choice of "WHERE" classroom teaching structure, "GRASPS" evaluation method.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5
，
本文編號(hào)：2339246
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