建构主义观点下的初中数学教学设计研究

发布时间：2018-05-13 12:53

本文选题：建构主义 + 初中数学　；参考：《天水师范学院》2015年硕士论文

【摘要】：由于传统的数学教学理念,严重忽视了学生对知识主动学习过程,违背了学习的客观规律和学生自我意识等心理特点,严重制约学生个性特征和能力的发展。而建构主义教学理论以学生为中心,强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构,同是它还认为学习活动是处于一个共同体中行为,强调“交流协作”是学习的重要方式,使得知识技能、过程方法,情感态度完美结合,这正是当前课堂教学所追求新型的教学理念。本文采用文献研究法、问卷调查法、定量分析法,通过对传统教学存在一些弊端的研究,结合建构主义知识观、学习观和教学观的理论,撰写了建构主义观点下的初中数学教学设计研究,文章主要围绕四个部分进行阐述,第一,对建构主义学习理论做了基本介绍,为建构主义教学设计提供理论支撑,第二,对初中数学教学设计现状做了问卷调查,并且做了客观分析,为运用建构主义理论指导教学设计提供了现实意义。第三,阐述建构主义观点下教学设计的一般原则,并且提出建构主义观点下初中数学教学设计模式,从而为初中数学教学设计提供了一套模式。第四,在此模式下设计一篇《同底数幂的乘法》教学设计,使理论与实践有机统一。
[Abstract]:Because of the traditional mathematics teaching idea, the students' active learning process of knowledge is ignored seriously, and the psychological characteristics such as the objective law of learning and the students' self-consciousness are violated, which seriously restricts the development of students' personality characteristics and abilities. The constructivist teaching theory is student-centered, emphasizing students' active exploration of knowledge, active discovery and active construction of the meaning of what they have learned. It also thinks that learning activities are conducted in a community. It is emphasized that "communication and cooperation" is an important way of learning, which combines knowledge and skills, process methods, and emotional attitudes perfectly. This is exactly the new teaching concept pursued in current classroom teaching. This article adopts the literature research method, the questionnaire survey method, the quantitative analysis method, through the research to the traditional teaching existence some drawbacks, unifies the constructivism knowledge view, the study view and the teaching view theory, This article mainly focuses on four parts: first, it introduces the constructivism learning theory, which provides theoretical support for constructivism teaching design. The present situation of mathematics teaching design in junior high school is investigated and analyzed objectively, which provides practical significance for teaching design guided by constructivism theory. Thirdly, it expounds the general principles of teaching design in the view of constructivism, and puts forward the design mode of mathematics teaching in junior high school under the viewpoint of constructivism, which provides a set of models for the design of mathematics teaching in junior high school. Fourthly, in this mode, we design a teaching design of "multiplication with the same base power", which unifies the theory and practice organically.
【学位授予单位】：天水师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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