本文關鍵詞：小學數(shù)學個性化單元教學改革的個案研究　出處：《東北師范大學》2016年博士論文　論文類型：學位論文

  更多相關文章： 小學數(shù)學 個性化教學 單元教學 教學改革 個案研究

【摘要】：伴隨著基礎教育課程改革步入深水區(qū),優(yōu)化課程結構、調整課程內容、改變教學方式、提高教學質量成為改革的核心。在推進改革的過程中,傳統(tǒng)班級授課制背景下劃一性教學的“封閉性、同步性”問題逐漸浮出水面,如何改善劃一性教學的弊端,成為課程實施過程中關注的焦點。個性化教學以“珍視群體中的每一個人”為基本價值追求,強調尊重并關注學生在學習興趣、能力、速度、適應性等方面的差異,著力改變“同一目標、同一內容、同一方法、同一速度、同一結論”的傳統(tǒng)教學觀念和課堂面貌,已經(jīng)引起了廣泛的關注。數(shù)學學科作為基礎性學科,無論是知識內容還是思想方法,對于夯實學生知識基礎、促進學生思維發(fā)展具有重要價值。本研究在基礎教育課程改革的背景下,按照當代信息化社會對創(chuàng)新人才培養(yǎng)的需求,以教學改革為切入點,對小學數(shù)學個性化單元教學進行研究。本研究在大量國內外個性化教學理論與實踐研究文獻的基礎上,提出個性化單元教學的概念,并以長春市一所小學為個案,以數(shù)學學科為例,探尋數(shù)學個性化單元教學遇到的問題與障礙、破解的方法與對策,在此基礎上系統(tǒng)構建了個性化單元教學的內涵特征、價值原則、操作策略。研究發(fā)現(xiàn),小學數(shù)學個性單元教學可以以重組單元教學內容、變更教學組織形式為突破口進行操作,存在四種變更教學組織形式的運行模式：學習順序選擇模式、集體指導補充模式、學習進度調適模式、學習起點診斷模式。重組單元教學內容要以核心知識內容的理解、核心思想觀念的感悟、核心方法技能的掌握為依據(jù),采取整合、補充、刪減的方式進行,包括對單元內部的重組、同一領域不同單元的重組。本研究得出以下結論：小學數(shù)學學科可以進行個性化單元教學改革；單元整體教學是實現(xiàn)個性化教學的有效途徑；數(shù)學個性化單元教學存在不同的運行模式；教師的參與動機與水平是影響教學改革的關鍵變量；教師共同體的集體智慧是推進教學改革的重要保障；個性化單元教學改革強調學校軟硬環(huán)境的支持。本研究為個性化單元教學改革提出如下建議：以學科組教師共同體的建設為核心推動教學改革；以提高教師業(yè)務水平為驅動激發(fā)教學改革的活力；個性化單元教學改革要關注教師的個性。
[Abstract]:With the basic education curriculum reform into the deep water area, optimize the curriculum structure, adjust the course content, change teaching methods, improve the quality of teaching has become the core of the reform. In the process of reform, the traditional closing class teaching system uniformity under the background of "synchronization" problem has surfaced, how to improve the drawbacks of uniformity teaching, become a focus of attention in the process of curriculum implementation. The individualized teaching to "everyone" value in the group as the basic value pursuit, emphasizing respect and pay attention to students' interest in learning, ability, speed, adaptability and other aspects of the differences, to change "the same goal, the same content, the same method of the same a speed, the same conclusion" traditional teaching concept and classroom features, has attracted wide attention. Mathematics as the basic subject, whether the knowledge content is also thought method for tamping The students' basic knowledge, has important value to promote the development of students' thinking. This study in the context of the basic education curriculum reform, according to the modern information society for the cultivation of innovative talents, the teaching reform as the starting point, to study the primary school mathematics personalized teaching unit. This study based on a large number of domestic and foreign research literature personalized teaching theory and Practice on the concept of personalized teaching unit, and a primary school in Changchun city as a case, the case of mathematics, explore the problems and obstacles encountered in mathematics personalized unit teaching, countermeasure and method of crack, the system constructed on the basis of connotation, personalized teaching unit value principle, operation strategy. The study found primary school, mathematics teaching can take the personality unit restructuring unit teaching content, change the teaching organization form as a breakthrough for operation, there are four kinds of change of teaching Operation mode: learning organization learning order selection mode, supplementary mode of leadership, learning progress adjustment mode, the starting point of learning diagnosis mode. Teaching content reorganization unit to understand the content of core knowledge, core ideas of perception, grasp core skills as the basis, take the integration, supplement, deletion method including the unit internal reorganization, the reorganization of different units of the same field. This paper draws the following conclusions: primary school mathematics teaching reform can be personalized unit; unit whole teaching is an effective way to realize the individualized teaching; there are different modes of mathematics personalized teaching unit; participation motivation and the level of teachers is the key variables affecting teaching the reform of the collective wisdom of teachers; the community is an important guarantee to promote the teaching reform; teaching reform school emphasizes personalized unit The soft and hard environment support. This study puts forward some suggestions for teaching reform in the discipline construction unit: individual group of teachers community as the core to promote the teaching reform; to improve teachers' professional level to stimulate driven teaching reform activity; teaching reform should pay attention to personalized unit teacher's personality.

【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G623.5

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