【摘要】：從21世紀初中國開始新一輪基礎(chǔ)教育課程改革以來,數(shù)學(xué)教學(xué)情境在數(shù)學(xué)教學(xué)中的價值得到了教育政策制定者、數(shù)學(xué)教育研究者和數(shù)學(xué)教學(xué)工作者的普遍認可和積極實踐�？茖W(xué)合理地創(chuàng)設(shè)和使用數(shù)學(xué)教育情境,發(fā)揮數(shù)學(xué)教學(xué)情境的應(yīng)有作用,實現(xiàn)數(shù)學(xué)教學(xué)情境可以達成的教學(xué)目的,成為當前數(shù)學(xué)教學(xué)情境研究中應(yīng)該關(guān)注的研究課題。當今普及的國際互聯(lián)網(wǎng)絡(luò)和便利的國際交流平臺,為教育教學(xué)的國際比較研究提供了良好的契機。審視已有的與數(shù)學(xué)教學(xué)情境相關(guān)的學(xué)術(shù)研究,很大部分仍然屬于理論思辨和經(jīng)驗探討,擁有國際視野的比較研究并不多見。為了能夠?qū)ξ覈窈笾行W(xué)數(shù)學(xué)課程標準的修訂和完善,以及中小學(xué)數(shù)學(xué)課堂教學(xué)中創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境的深化改革提出有效建議,本研究提出了以下兩個主要的研究問題:1.在國際視野下,中國、美國和澳大利亞三個國家的中小學(xué)數(shù)學(xué)課程標準文件中關(guān)于創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境的目的和要求是什么?相同點和差異是什么?對我國今后中小學(xué)數(shù)學(xué)課程標準的修訂和完善有何建設(shè)性的啟示?2.在國際視野下,中國、美國和澳大利亞三個國家的中小學(xué)數(shù)學(xué)課堂教學(xué)實踐中創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境有哪些主要特征?學(xué)生和教師對于創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境的看法是什么?它們具有哪些相同點和差異?對我國今后中小學(xué)數(shù)學(xué)課堂教學(xué)中創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境的深化改革有何建設(shè)性的啟示?針對第一個研究問題,本研究對中國、美國和澳大利亞三個國家的四本中小學(xué)數(shù)學(xué)課程標準文件中關(guān)于創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境的語句進行內(nèi)容分析和比較研究,得出的主要結(jié)論是:創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境是國際主要國家課程標準文件的共同要求,我國的中小學(xué)數(shù)學(xué)課程標準應(yīng)該繼續(xù)鼓勵創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境,改變對數(shù)學(xué)教學(xué)情境功用的局限性認識,借鑒美國和澳大利亞中小學(xué)數(shù)學(xué)課程標準中體現(xiàn)發(fā)揮創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境更多功用的要求。引導(dǎo)教師創(chuàng)設(shè)更多真實存在的現(xiàn)實世界情境,促進學(xué)生發(fā)展數(shù)學(xué)理解和培養(yǎng)與情境有關(guān)的關(guān)鍵能力,鼓勵教師積極開展包含真實情境的數(shù)學(xué)實踐活動。針對第二個研究問題,本研究對中國、美國和澳大利亞三個國家的LPS資源數(shù)據(jù)中的錄像數(shù)據(jù)以及學(xué)生和教師訪談資料進行內(nèi)容分析和比較研究,得出的主要結(jié)論是:三個國家的中學(xué)數(shù)學(xué)課堂教學(xué)中都存在創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境的事實,但是創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境的做法和風(fēng)格卻有很大不同。對于中國的數(shù)學(xué)課堂而言,應(yīng)該繼續(xù)堅持以情境作為教學(xué)鋪墊引入新知的的經(jīng)驗做法;保持在創(chuàng)設(shè)數(shù)學(xué)教學(xué)情境時注重效率的優(yōu)點,僅僅圍繞教學(xué)目標高效的使用數(shù)學(xué)教學(xué)情境。學(xué)習(xí)美國和澳大利亞中學(xué)數(shù)學(xué)教師創(chuàng)設(shè)更多和學(xué)生當下或者未來緊密相關(guān)的真實情境,將數(shù)學(xué)教學(xué)情境與各種數(shù)學(xué)教學(xué)活動恰當融合在一起,充分發(fā)揮數(shù)學(xué)教學(xué)情境在促進學(xué)生的數(shù)學(xué)理解和培養(yǎng)學(xué)生關(guān)鍵能力方面的真正功用。
文內(nèi)圖片：
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[Abstract]:Since the beginning of the new round of basic education curriculum reform in the beginning of the 21st century, the value of the mathematical teaching situation in the mathematics teaching has been widely recognized and active practice of the educational policy makers, the mathematics education researchers and the mathematics teaching workers. Scientific and reasonable creation and use of the mathematical education situation should play an important role in the teaching situation of mathematics, so as to realize the teaching purpose which can be achieved in the teaching situation of mathematics, and become the research subject that should be paid attention to in the research of the current mathematical teaching situation. Today's universal Internet and convenient international exchange platform provide a good opportunity for the international comparative study of educational teaching. Reviewing the existing academic research related to the teaching situation of mathematics, most of them still belong to the theoretical thinking and experience, and the comparative study of the international field of view is rare. In order to be able to make effective suggestions on the revision and improvement of the mathematics curriculum standard in the middle and primary schools in our country, as well as the reform of the establishment of the mathematical teaching situation in the mathematics classroom teaching of primary and secondary schools, the following two main research questions are put forward:1. In the international field of view, what is the purpose and requirement of creating a mathematical teaching situation in the middle and primary school mathematics curriculum standard documents of the three countries in China, the United States and Australia? What is the same point and difference? What is the constructive enlightenment to the revision and perfection of the standard of the mathematics course in the middle and primary schools in our country? 2. What are the main features of the creation of the mathematics teaching situation in the mathematics classroom teaching practice of the primary and middle schools in the three countries of China, the United States and Australia in the international field of view? What is the view of students and teachers in the creation of a mathematical teaching situation? What are the same points and differences? What is the constructive enlightenment to the reform of the mathematics teaching situation in the mathematics classroom teaching in the middle and primary school of our country? In view of the first study, this study carries out content analysis and comparative study on the statement about the creation of the mathematical teaching situation in the four elementary and middle school mathematics curriculum standard documents of the three countries in China, the United States and Australia, and the main conclusions are as follows: The creation of the mathematical teaching situation is the common requirement of the standard documents of the international major national curriculum standards, and the mathematics curriculum standard of the primary and secondary schools in our country should continue to encourage the creation of the mathematical teaching situation and change the limitation of the function of the teaching situation of mathematics. Learning from the mathematics curriculum standard of the American and Australian primary and secondary schools, it is necessary to create more functions in the teaching of mathematics teaching. To guide the teachers to create more real world situations, to promote the students' development of the mathematics understanding and to train the key abilities related to the situation, and to encourage the teachers to actively carry out the mathematical practice activities that include the real situation. In the light of the second study, this study carries on the content analysis and comparative study of the video data of the LPS resource data of the three countries in China, the United States and Australia, and the interview data of the students and the teachers, and the main conclusions are as follows: There is the fact that the mathematics teaching situation exists in the middle school mathematics classroom teaching of the three countries, but the practice and style of the creation of the mathematics teaching situation are very different. For the Chinese mathematics class, we should continue to insist on the use of the situation as the teaching way to introduce the newly-known experience practice; keep the advantage of the efficiency in the creation of the mathematics teaching situation, and only use the mathematical teaching situation efficiently around the teaching goal. Learning the real situation of the mathematics teachers in the United States and the Australian middle school to create more and more students to be closely related to the present or the future, and combine the mathematical teaching situation with various mathematical teaching activities, Give full play to the real function of the mathematics teaching situation in promoting the students' mathematics understanding and training the key abilities of the students.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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