本文關(guān)鍵詞：支架式教學(xué)法在中學(xué)數(shù)學(xué)教學(xué)中的實踐與探索　出處：《延安大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 支架式教學(xué)法 中學(xué)數(shù)學(xué) 優(yōu)化課堂

【摘要】：傳統(tǒng)的中學(xué)數(shù)學(xué)課堂教學(xué)在實踐過程中已越來越不能適應(yīng)當(dāng)今教學(xué)的要求,新課改下,支架式教學(xué)法以其自身的優(yōu)越性倍受國內(nèi)外中學(xué)教師青睞。支架式教學(xué)法以維果茨基的建構(gòu)主義理論、奧蘇伯爾的有意義學(xué)習(xí)理論以及皮亞杰的認知建構(gòu)主義理論為基礎(chǔ),認為教師在教學(xué)實踐中應(yīng)該靈活地把握“判斷班里學(xué)生的當(dāng)前總體學(xué)習(xí)發(fā)展?fàn)顩r,建立適合全班學(xué)生的支架,引導(dǎo)進入學(xué)習(xí)情境,啟發(fā)獨立探索,鼓勵組內(nèi)成員協(xié)作學(xué)習(xí),進行學(xué)習(xí)效果評價”這六個基本步驟,逐漸把學(xué)習(xí)的任務(wù)轉(zhuǎn)交給學(xué)生自己完成。當(dāng)前的中學(xué)數(shù)學(xué)教學(xué)實踐重在培養(yǎng)學(xué)生自己主動完成學(xué)習(xí)任務(wù)的技能,支架式教學(xué)法以優(yōu)化中學(xué)數(shù)學(xué)課堂為目標,其作用值得探索。本研究分為五個部分,作如下安排:首先為緒論。本章重點介紹了支架式教學(xué)法的研究現(xiàn)狀、研究背景和研究內(nèi)容等。第二部分為支架式教學(xué)的理論基石。本章闡述了支架的種類、腳手架的建立以及支架式教學(xué)的相關(guān)概念。第三部分為支架式教學(xué)法應(yīng)用于中學(xué)數(shù)學(xué)課堂教學(xué)的必要性和可行性。本章為文章的重點,筆者詳細地對支架式教學(xué)法下如何保持知識的系統(tǒng)性以及支架式教學(xué)應(yīng)用于中學(xué)數(shù)學(xué)課堂教學(xué)的可行性進行了論述。第四部分為支架式教學(xué)法在數(shù)學(xué)課堂上的完整實踐案例分析。在其中,筆者運用案例形式一步步地向讀者展示了支架式教學(xué)法的實踐操作過程。第五部分為支架式教學(xué)法的教學(xué)反思。在本章中,筆者對支架式教學(xué)法優(yōu)勢和挑戰(zhàn)進行了總結(jié),并對以后的研究進行了反思。
[Abstract]:The traditional middle school mathematics classroom teaching has been more and more unable to adapt to the requirements of today's teaching in the course of practice, so the new curriculum has been reformed. The scaffolding teaching method is favored by middle school teachers at home and abroad for its own superiority, while the scaffold teaching method is based on Vygotsky's constructivism theory. On the basis of Ausubel's meaningful learning theory and Piaget's cognitive constructivism theory, it is believed that teachers should grasp flexibly the current overall learning development of the class students in teaching practice. The six basic steps are to establish the scaffold suitable for the class, to guide the students into the learning situation, to inspire the independent exploration, to encourage the members of the group to study collaboratively, and to evaluate the learning effect. Gradually transfer the task of learning to the students to complete. The current middle school mathematics teaching practice focuses on cultivating students' skills of self-active completion of learning tasks. The scaffolding teaching method aims at optimizing middle school mathematics classroom. The role of this study is worth exploring. This study is divided into five parts, as follows: first, the introduction. This chapter focuses on the research status of the scaffolding teaching method. Research background and research content. The second part is the theoretical cornerstone of scaffolding teaching. This chapter describes the types of scaffolding. The third part is the necessity and feasibility of scaffolding teaching in middle school mathematics classroom teaching. This chapter is the focus of the article. The author discusses in detail how to maintain the systematization of knowledge under the scaffolding teaching method and the feasibility of applying scaffolding teaching in middle school mathematics classroom teaching. Part 4th is the end of the scaffolding teaching method in mathematics classroom. Case study of whole practice. The author uses the case form to show the reader the practical operation process of the scaffolding teaching method step by step. Part 5th is the teaching reflection of the scaffolding teaching method. In this chapter. The author summarizes the advantages and challenges of the scaffold teaching method, and reflects on the future research.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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