本文選題：支架式教學(xué) + 幾何概念�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：小學(xué)數(shù)學(xué)圖形與幾何的概念教學(xué)常常因?yàn)槠鋬?nèi)容抽象、不易理解,而成為教師和學(xué)生頭疼的內(nèi)容。如何在教學(xué)過程中突顯學(xué)生學(xué)習(xí)的自主性,提高學(xué)生的自學(xué)能力是當(dāng)前教育界關(guān)注的熱點(diǎn)問題。新一輪基礎(chǔ)教育課程改革著重強(qiáng)調(diào)學(xué)生在教學(xué)中的主體地位,教師如何幫助學(xué)生學(xué)好這部分的內(nèi)容,從簡(jiǎn)單的知識(shí)傳授者向幫助學(xué)生建構(gòu)知識(shí)框架的協(xié)助者轉(zhuǎn)變,這些都是值得我們研究的問題。建立在建構(gòu)主義理論基礎(chǔ)之上的支架式教學(xué),體現(xiàn)的是“教”與“學(xué)”方式的真正轉(zhuǎn)變。這樣的課堂教學(xué)打破了傳統(tǒng)的“教師講,學(xué)生聽”的課堂教學(xué)模式,取而代之為以學(xué)生為主體的教學(xué)模式。在支架式教學(xué)的實(shí)施過程中,通過情境的創(chuàng)設(shè)和教學(xué)支架的輔助支撐作用,學(xué)生的認(rèn)知發(fā)展不斷地穿越“最近發(fā)展區(qū)”,從“現(xiàn)有發(fā)展水平”提升到“潛在發(fā)展水平”,教師也將學(xué)習(xí)的責(zé)任逐步從自己的身上轉(zhuǎn)移到學(xué)生身上去,讓學(xué)生進(jìn)行自主學(xué)習(xí)。本研究基于支架式教學(xué),通過大量的文獻(xiàn)收集與整理,了解了國(guó)內(nèi)外支架式教學(xué)和幾何概念教學(xué)設(shè)計(jì)的研究動(dòng)向,并在此基礎(chǔ)上,采取了課堂觀察法和案例研究法,對(duì)滬教版小學(xué)數(shù)學(xué)幾何概念類重點(diǎn)38篇課例進(jìn)行了課堂觀察和分析研究,結(jié)果發(fā)現(xiàn),支架式教學(xué)理論適合小學(xué)數(shù)學(xué)幾何概念類課型,并從中嘗試歸納出基于支架式教學(xué)的小學(xué)數(shù)學(xué)幾何概念教學(xué)設(shè)計(jì)原則:以學(xué)生為中心的原則;以問題為核心的原則;情境化為中心的原則;整體構(gòu)建為中心的原則;協(xié)作交流為中心的原則。在此基礎(chǔ)上,進(jìn)一步歸納出基于支架式教學(xué)的小學(xué)數(shù)學(xué)幾何概念教學(xué)設(shè)計(jì)策略:首先要合理利用教學(xué)過程中的最近發(fā)展區(qū),然后要搭建適用于不同幾何概念類型的教學(xué)支架,之后是要有效創(chuàng)設(shè)利于學(xué)生探究的幾何問題情境,最后是要適時(shí)靈活調(diào)整幾何概念教學(xué)支架。其中尤為重要的是,在搭建適用于不同幾何概念類型的教學(xué)支架中,本文嘗試提出針對(duì)不同的幾何概念知識(shí)搭建不同的支架:在圖形計(jì)算的教學(xué)中,要以“新舊知識(shí)的銜接點(diǎn)”為支架,促進(jìn)知識(shí)同化;在圖形測(cè)量的教學(xué)中,要以“認(rèn)知沖突”為支架,促進(jìn)知識(shí)順應(yīng);在圖形認(rèn)識(shí)的教學(xué)中,要以“直觀、形象”為支架,促進(jìn)知識(shí)習(xí)得。以期這些策略能對(duì)提高學(xué)生學(xué)習(xí)效果有幫助,并為一線教師基于支架式教學(xué)實(shí)施幾何概念教學(xué)提供參考和建議。
[Abstract]:The concept teaching of mathematics graphics and geometry in primary school often becomes a headache for teachers and students because its contents are abstract and difficult to understand. How to highlight the autonomy of students' learning and improve students' self-study ability in the teaching process is a hot issue in the field of education. The new round of basic education curriculum reform emphasizes the main position of students in teaching. How can teachers help students learn this part of the curriculum and change from a simple knowledge teacher to a helper who helps students to construct a framework of knowledge? These are all problems worthy of our study. The scaffolding teaching based on constructivism theory embodies the real transformation of teaching and learning. This kind of classroom teaching breaks the traditional classroom teaching mode of "teacher speaking and students listening" and replaces it with student-centered teaching mode. In the implementation of scaffolding teaching, through the creation of situation and the supporting role of teaching scaffolds, the cognitive development of students is constantly moving through the "proximal development area", from "existing level of development" to "potential level of development". Teachers also gradually transfer the responsibility of learning from themselves to students, allowing students to learn independently. This study is based on scaffolding teaching, through a large number of literature collection and collation, understand the research trends of scaffolding teaching and geometric concept teaching design at home and abroad, and on this basis, take classroom observation method and case study method. This paper makes classroom observation and analysis on 38 key lessons of mathematics geometry concept in Shanghai elementary school. The results show that the scaffolding teaching theory is suitable for elementary school mathematics geometry concept class. And try to sum up the elementary school mathematics geometry concept teaching design principle based on the scaffolding teaching: the student-centered principle, the problem-centered principle, the situation-centered principle, the overall construction as the center principle; The principle of cooperation and communication as the center. On this basis, the teaching design strategy of elementary school mathematics geometry concept based on scaffolding teaching is further summed up: firstly, the proximal development area in the teaching process should be used reasonably, and then the teaching scaffold suitable for different geometric concept types should be built. After that, it is necessary to effectively create the geometry problem situation for students to explore, and finally to adjust the teaching support of geometric concept flexibly at the right time. The most important thing is that in the construction of teaching scaffolds suitable for different types of geometric concepts, this paper tries to build different scaffolds for different knowledge of geometric concepts: in the teaching of graphic computing, To promote the assimilation of knowledge, we should use "cognitive conflict" as the scaffold to promote knowledge adaptation in the teaching of graphic understanding, and take "intuitionism and image" as scaffolds in the teaching of graphic understanding. Promote knowledge acquisition. It is expected that these strategies can be helpful to improve students' learning effect and provide references and suggestions for first-line teachers to implement geometric concept teaching based on scaffolding teaching.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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