本文選題：ACT-R理論　切入點：運算規(guī)則教學(xué)　出處：《揚州大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)規(guī)則既是數(shù)學(xué)概念學(xué)習(xí)的深化,也是數(shù)學(xué)問題解決的前提。數(shù)學(xué)規(guī)則的學(xué)習(xí)和掌握,是數(shù)學(xué)技能形成的條件,不但可以促進學(xué)生認知能力的發(fā)展,而且可以培養(yǎng)學(xué)生按規(guī)則辦事的良好習(xí)慣。思維的適應(yīng)性控制(Adaptive Control of Thought-Rational,簡稱ACT-R)理論實質(zhì)上是一種認知學(xué)習(xí)理論,它指出任何知識的學(xué)習(xí)都是從陳述性階段開始,經(jīng)過程序化和長期的調(diào)整,最后到達條件化階段。本研究基于ACT-R理論,以蘇教版五年級下冊“分數(shù)加法和減法”單元為例,進行教學(xué)設(shè)計研究,探討在ACT-R理論指導(dǎo)下的小學(xué)數(shù)學(xué)運算規(guī)則教學(xué)設(shè)計的一般方式和思路。本研究首先通過對ACT-R理論進行細致的分析和闡述,得出ACT-R理論運用于小學(xué)數(shù)學(xué)運算規(guī)則教學(xué)的一般過程和框架。然后使用前期測試對學(xué)生的情況進行分析,并從課程標準和教材兩方面分析教學(xué)內(nèi)容。在此基礎(chǔ)上,將“分數(shù)加法和減法”單元的教學(xué)內(nèi)容按照陳述性階段、程序性階段和條件化階段三個部分進行篩選和調(diào)整。同時基于ACT-R理論,分別從教學(xué)目標、教學(xué)內(nèi)容、教學(xué)過程和教學(xué)評價四方面對“分數(shù)加法和減法”單元的教學(xué)進行研究并提出具體的教學(xué)設(shè)計方案。通過實施課堂教學(xué),由教學(xué)實錄和效果分析發(fā)現(xiàn),運用ACT-R理論進行小學(xué)數(shù)學(xué)運算規(guī)則教學(xué)能夠幫助學(xué)生掌握運算規(guī)則,感悟算理,提高了小學(xué)生數(shù)學(xué)課堂學(xué)習(xí)的參與度與效率,有利于小學(xué)生數(shù)學(xué)運算能力的培養(yǎng)。反思“分數(shù)加法和減法”單元的教學(xué)設(shè)計和課堂實施,建議在運用ACT-R理論進行運算規(guī)則教學(xué)時要合理設(shè)計樣例,做中學(xué)與例中學(xué)相結(jié)合;突出目標層級,逐層進行規(guī)則學(xué)習(xí);強化精致練習(xí),提高練習(xí)有效性。
[Abstract]:Rule is not only deepening mathematics mathematics concept learning, is the premise to solve mathematical problems. The rules of mathematics learning and mastering math skills, is the formation conditions, not only can promote the development of students' cognitive ability, but also cultivate good habits of students according to the rules. The adaptive control thinking (Adaptive Control of Thought-Rational, referred to as ACT-R) the theory is essentially a kind of cognitive learning theory, it is pointed out that any knowledge learning are starting from the stage of declarative programming and, after a long-term adjustment, to reach the final stage of the research condition. Based on the ACT-R theory, the fifth grade 2 in Jiangsu "fraction addition and subtraction unit as an example, research teaching design, research on teaching design of primary school mathematics rules in ACT-R under the guidance of the theory of general methods and ideas. This paper makes a careful analysis to the theory of ACT-R Analysis and elaboration, the ACT-R theory used in the process and framework of primary school math teaching rules. Then use the pre test analysis of the situation of students, teaching contents and analysis from the two aspects of curriculum standards and textbooks. On this basis, the "teaching content of fraction addition and subtraction unit in accordance with the declarative stage, three part of the program of stage and stage conditions were screened and adjusted. At the same time, based on the ACT-R theory, respectively from the teaching content, teaching objectives, teaching process and teaching evaluation of four research and put forward the concrete teaching design in the face of" fractional addition and subtraction "unit teaching. Through the implementation of classroom teaching, discovered by the analysis and effect of teaching record the use of ACT-R theory, primary school math teaching rules can help students to master the rules of operation, perception processing, improve the students' mathematical classroom learning Xi's participation and efficiency, is beneficial to cultivate pupils' mathematical ability. The reflection of the fractional addition and subtraction "unit teaching design and classroom teaching, proposed operational rules in the use of ACT-R theory to a reasonable design, and the combination of middle school middle school; target hierarchy, rule learning layer; strengthen delicate practice, enhance the practice effectiveness.

【學(xué)位授予單位】：揚州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5

【相似文獻】

相關(guān)碩士學(xué)位論文 前2條

1 張菁璐;基于ACT-R理論的高三教學(xué)策略分析與研究[D];上海師范大學(xué);2012年

2 劉偉;基于ACT-R理論下的初中數(shù)學(xué)概念課教學(xué)設(shè)計研究[D];上海師范大學(xué);2014年

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本文編號：1725965