本文選題：問(wèn)題導(dǎo)向 + 合作學(xué)習(xí)�。� 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：合作學(xué)習(xí)模式已經(jīng)廣泛應(yīng)用于初中數(shù)學(xué)課堂,成為課堂教學(xué)中主要的教學(xué)模式。它的突出特點(diǎn)是能充分發(fā)揮學(xué)生的主體性,促使學(xué)生在積極思考、討論交流中主動(dòng)建構(gòu)知識(shí)、發(fā)展智力、培養(yǎng)情感、提高能力。問(wèn)題導(dǎo)向的合作學(xué)習(xí)(簡(jiǎn)稱PCL)模式主張將問(wèn)題融入到合作學(xué)習(xí)中,以問(wèn)題為導(dǎo)向開(kāi)展教學(xué)活動(dòng),讓學(xué)生在異質(zhì)小組中互相幫助、共同探究問(wèn)題,致力于使學(xué)生在合作解決問(wèn)題的過(guò)程中獲得基礎(chǔ)知識(shí)和技能,培養(yǎng)學(xué)生問(wèn)題解決、合作學(xué)習(xí)的能力,從而促使學(xué)生全面發(fā)展。而教學(xué)設(shè)計(jì)是教師課前對(duì)教學(xué)任務(wù)、教學(xué)過(guò)程和教學(xué)方法等結(jié)構(gòu)的編排,也被稱為課堂教學(xué)藍(lán)圖,是課堂教學(xué)有序、有效實(shí)施的重要基礎(chǔ)。本文旨在建立初中數(shù)學(xué)PCL教學(xué)設(shè)計(jì)模式,并結(jié)合具體教學(xué)內(nèi)容進(jìn)行案例設(shè)計(jì)。首先,本文通過(guò)文獻(xiàn)分析法,對(duì)合作學(xué)習(xí)以及PCL模式的相關(guān)內(nèi)容進(jìn)行綜述,并對(duì)PCL模式的概念、理論進(jìn)行了闡述,其理論基礎(chǔ)主要包括建構(gòu)主義、需要層次理論和最近發(fā)展區(qū)理論。其次,本文以煙臺(tái)三所初中的一線數(shù)學(xué)教師為調(diào)查對(duì)象,對(duì)合作學(xué)習(xí)模式的使用情況進(jìn)行了調(diào)查,并結(jié)合具體的教學(xué)案例以及對(duì)教師的訪談,了解了合作學(xué)習(xí)模式的具體實(shí)踐情況和教師的需求,重點(diǎn)關(guān)注PCL模式的相關(guān)內(nèi)容,為后續(xù)的教學(xué)設(shè)計(jì)提供了有益參考。再次,在對(duì)迪克—?jiǎng)P瑞、史密斯—雷根和建構(gòu)主義的教學(xué)設(shè)計(jì)模式分析和理解的基礎(chǔ)上,融入PCL模式的教育理念,提出了問(wèn)題導(dǎo)向的初中數(shù)學(xué)合作學(xué)習(xí)教學(xué)設(shè)計(jì)模式。該模式主要分為三個(gè)階段:課前準(zhǔn)備、教學(xué)過(guò)程和課后評(píng)價(jià)。其中,課前準(zhǔn)備包括學(xué)習(xí)者分析、學(xué)習(xí)內(nèi)容分析、制定教學(xué)目標(biāo)和設(shè)計(jì)問(wèn)題等四個(gè)環(huán)節(jié);教學(xué)過(guò)程主要包括組建學(xué)習(xí)小組、創(chuàng)設(shè)問(wèn)題情境、自主探究、合作解決問(wèn)題、展示合作成果以及總結(jié)與評(píng)價(jià)等六個(gè)環(huán)節(jié),這是本文的主體部分。最后,應(yīng)用PCL模式,筆者嘗試對(duì)魯教版初中數(shù)學(xué)內(nèi)容給出教學(xué)設(shè)計(jì)案例,并針對(duì)其中一個(gè)案例進(jìn)行了教學(xué)實(shí)施。
[Abstract]:Cooperative learning model has been widely used in junior middle school mathematics classroom, and has become the main teaching mode in classroom teaching. Its outstanding feature is that it can give full play to students' subjectivity, urge students to actively construct knowledge, develop intelligence, cultivate emotion and improve their ability in active thinking and communication. Problem-oriented cooperative learning (PCL) model advocates integrating questions into cooperative learning and conducting problem-oriented teaching activities so that students can help each other in heterogeneous groups and explore problems together. It is committed to enable students to acquire basic knowledge and skills in the process of cooperative problem-solving, to cultivate students' ability of problem-solving and cooperative learning, and to promote students' all-round development. Teaching design is the structure arrangement of teachers' teaching tasks, teaching process and teaching methods before class, and it is also called the blueprint of classroom teaching, which is the important foundation for the orderly and effective implementation of classroom teaching. The purpose of this paper is to establish the teaching design model of mathematics PCL in junior high school, and to carry on the case design with the concrete teaching content. First of all, through the literature analysis, this paper summarizes the related contents of cooperative learning and PCL model, and expounds the concept and theory of PCL model, the theoretical basis of which mainly includes constructivism. Need hierarchy theory and proximal development area theory. Secondly, this paper takes the first-line mathematics teachers of three junior middle schools in Yantai as the object of investigation, investigates the use of cooperative learning model, and combines with specific teaching cases and interviews with teachers. The practical situation of cooperative learning model and teachers' needs are understood, and the relevant contents of PCL model are focused on, which provides a useful reference for the subsequent teaching design. Thirdly, on the basis of the analysis and understanding of the instructional design models of Dicker-Carey, Smiths-Reagan and constructivism, this paper puts forward a problem-oriented teaching design model of cooperative learning in mathematics in junior high school by incorporating the educational concept of PCL model. The model is divided into three stages: preparation before class, teaching process and evaluation after class. Among them, pre-class preparation includes four links: learner analysis, learning content analysis, teaching goal formulation and design problems, and the teaching process mainly includes setting up study groups, creating problem situations, exploring independently, and cooperating to solve problems. It is the main part of this paper to show the cooperation results and summarize and evaluate the six links. Finally, using PCL model, the author tries to give a teaching design case for the mathematics content of Lujiao version of junior high school, and carries out the teaching implementation for one of the cases.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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