支架式教学法在中学数学教学中的实践与探索

发布时间：2018-01-13 15:09

本文关键词：支架式教学法在中学数学教学中的实践与探索　出处：《延安大学》2015年硕士论文　论文类型：学位论文

【摘要】：传统的中学数学课堂教学在实践过程中已越来越不能适应当今教学的要求,新课改下,支架式教学法以其自身的优越性倍受国内外中学教师青睐。支架式教学法以维果茨基的建构主义理论、奥苏伯尔的有意义学习理论以及皮亚杰的认知建构主义理论为基础,认为教师在教学实践中应该灵活地把握“判断班里学生的当前总体学习发展状况,建立适合全班学生的支架,引导进入学习情境,启发独立探索,鼓励组内成员协作学习,进行学习效果评价”这六个基本步骤,逐渐把学习的任务转交给学生自己完成。当前的中学数学教学实践重在培养学生自己主动完成学习任务的技能,支架式教学法以优化中学数学课堂为目标,其作用值得探索。本研究分为五个部分,作如下安排:首先为绪论。本章重点介绍了支架式教学法的研究现状、研究背景和研究内容等。第二部分为支架式教学的理论基石。本章阐述了支架的种类、脚手架的建立以及支架式教学的相关概念。第三部分为支架式教学法应用于中学数学课堂教学的必要性和可行性。本章为文章的重点,笔者详细地对支架式教学法下如何保持知识的系统性以及支架式教学应用于中学数学课堂教学的可行性进行了论述。第四部分为支架式教学法在数学课堂上的完整实践案例分析。在其中,笔者运用案例形式一步步地向读者展示了支架式教学法的实践操作过程。第五部分为支架式教学法的教学反思。在本章中,笔者对支架式教学法优势和挑战进行了总结,并对以后的研究进行了反思。
[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.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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