【摘要】：《義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)》(2011)中指出“教師教學(xué)要從學(xué)生實(shí)際出發(fā),創(chuàng)設(shè)有助于學(xué)生自主學(xué)習(xí)的問(wèn)題情境,引導(dǎo)學(xué)生通過(guò)實(shí)踐、思考、探索、交流等,獲得數(shù)學(xué)的基礎(chǔ)知識(shí)、基本技能、基本思想、基本活動(dòng)經(jīng)驗(yàn)”,那么課堂中學(xué)生經(jīng)歷實(shí)踐、思考、探索、交流的過(guò)程必然是學(xué)生獲得數(shù)學(xué)學(xué)習(xí)機(jī)會(huì)的過(guò)程。另外,初中生的思維正處于從經(jīng)驗(yàn)思維向理論思維轉(zhuǎn)型的關(guān)鍵期,因此具體形象或經(jīng)驗(yàn)的支持對(duì)他們的學(xué)習(xí)至關(guān)重要,那么教師在教學(xué)過(guò)程中所創(chuàng)設(shè)的情境,使用的語(yǔ)言是否具體形象,將直接影響學(xué)生在課堂中的學(xué)習(xí)機(jī)會(huì),而教師在課堂中給予學(xué)生學(xué)習(xí)機(jī)會(huì)的多少直接由課堂中該教師支配話語(yǔ)的觀念決定,即本研究中提到的教師Meta rules(簡(jiǎn)稱MR)。在參與重慶市一所重點(diǎn)中學(xué)初中“折紙幾何選修課”的教學(xué)中發(fā)現(xiàn),基于折紙幾何基本公理設(shè)計(jì)的折紙活動(dòng),能夠給學(xué)生創(chuàng)造更多的學(xué)習(xí)機(jī)會(huì)。本研究試圖通過(guò)折紙活動(dòng)影響教師的MR,帶給學(xué)生更多的學(xué)習(xí)機(jī)會(huì)。本研究依據(jù)Sfard理論及David和Lihua xu的研究成果,在對(duì)折紙活動(dòng)和MR的核心概念進(jìn)行界定的基礎(chǔ)上,設(shè)計(jì)了“三階段折紙活動(dòng)模式”和系列教師指導(dǎo)教案。在重慶市某重點(diǎn)中學(xué)選取個(gè)案對(duì)象教師A和參照對(duì)象教師B,讓教師A參與為期兩個(gè)月的系列折紙活動(dòng),通過(guò)定量分析與定性研究相結(jié)合的方式,運(yùn)用錄像分析及個(gè)案訪談法,分別在折紙活動(dòng)前后對(duì)教師A的MR進(jìn)行縱向的比較分析,同時(shí)結(jié)合折紙活動(dòng)前后對(duì)教師A與教師B在相同教學(xué)內(nèi)容下的MR作橫向比較分析,得到以下結(jié)論:(1)折紙活動(dòng)前,從課堂說(shuō)話量、提問(wèn)方式、數(shù)學(xué)語(yǔ)言三個(gè)方面對(duì)教師A的MR進(jìn)行分析,發(fā)現(xiàn)教師A給予學(xué)生的學(xué)習(xí)機(jī)會(huì)少。(2)折紙活動(dòng)后,還是從課堂說(shuō)話量、提問(wèn)方式、數(shù)學(xué)語(yǔ)言三個(gè)方面對(duì)教師A的MR進(jìn)行分析,發(fā)現(xiàn)教師A給予學(xué)生的學(xué)習(xí)機(jī)會(huì)變多。(3)折紙活動(dòng)前后,教師A的MR發(fā)生了顯著變化,教師B的MR沒(méi)有發(fā)生顯著變化。(4)“三階段折紙活動(dòng)模式”指導(dǎo)下的折紙活動(dòng)對(duì)教師A的MR產(chǎn)生了影響,在課堂中具體表現(xiàn)為:學(xué)生說(shuō)話量變多,“給學(xué)生學(xué)習(xí)機(jī)會(huì)多的提問(wèn)”變多,對(duì)符號(hào)語(yǔ)言和圖形語(yǔ)言的選擇更多,即教師A給予學(xué)生的學(xué)習(xí)機(jī)會(huì)變多。
[Abstract]:The Mathematics Curriculum Standard for compulsory Education (2011) points out that "Teachers should proceed from the reality of students, create problem situations that are conducive to students' autonomous learning, guide students to acquire basic knowledge, basic skills, basic ideas and basic activity experience of mathematics through practice, thinking, exploration and communication," so middle school students in class should experience practice, think and explore. The process of communication is bound to be the process of students' access to mathematics learning opportunities. In addition, the thinking of junior high school students is in a critical period of transformation from empirical thinking to theoretical thinking, so the support of specific image or experience is very important to their learning. Then the situation created by teachers in the teaching process and whether the language they use is specific image will directly affect students' learning opportunities in the classroom. The number of learning opportunities given by a teacher in the classroom is directly determined by the idea that the teacher dominates the discourse in the classroom, that is, the teacher Meta rules (referred to in this study is MR). For short. In participating in the teaching of origami geometry elective course in a key middle school in Chongqing, it is found that origami activities based on the basic axiom of origami geometry can create more learning opportunities for students. This study attempts to influence teachers' MR, through origami activities to bring more learning opportunities to students. Based on Sfard theory and the research results of David and Lihua xu, based on the definition of origami activity and the core concept of MR, this study designs a "three-stage origami activity model" and a series of teacher-directed teaching plans. In a key middle school in Chongqing, case teacher A and reference target teacher B were selected to participate in a series of origami activities for a period of two months. Through the combination of quantitative analysis and qualitative research, video analysis and case interview were used to make a longitudinal comparative analysis of teacher A's MR before and after origami activities. At the same time, combined with the horizontal comparative analysis of the MR of teacher A and teacher B under the same teaching content before and after origami activity, the following conclusions are drawn: (1) before origami activity, the MR of teacher A is analyzed from three aspects: classroom speaker quantity, questioning mode and mathematical language, and it is found that teacher A gives students less learning opportunities. (2) after origami activity, it is still from classroom speech quantity and questioning mode. The MR of teacher A is analyzed from three aspects of mathematical language, and it is found that teacher A has more learning opportunities for students. (3) before and after origami activity, the MR of teacher A has changed significantly, but the MR of teacher B has not changed significantly. (4) the origami activity under the guidance of "three-stage origami activity mode" has had an impact on teacher A's MR, which is embodied in the classroom. There are more questions for students to learn, and more choices for symbolic language and graphic language, that is, teacher A gives students more learning opportunities.
【學(xué)位授予單位】：西南大學(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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