拼图活动中教师干预对小学生关系性思维的影响研究

发布时间：2017-12-28 06:30

本文关键词：拼图活动中教师干预对小学生关系性思维的影响研究　出处：《西南大学》2016年硕士论文　论文类型：学位论文

【摘要】：《义务教育数学课程标准(2011)》内容标准中要求小学生会用一些几何图形进行拼图,能通过观察、操作,认识平面几何图形,了解图形中各几何要素间的关系,可见对小学生开展折纸拼图活动是有意义的,在活动中推动思维的发展,是数学教学的一个重要目标。本研究首先对教师干预和关系性思维的概念进行了界定。研究者在重庆市多所小学开展了折纸拼图活动,结合理论和实践将拼图活动中小学生的关系性思维划分成三个水平,对教师干预的时机及方式进行编码。本研究从中选取三类具有一定基础性和代表性的拼图活动,对该三类拼图活动在某小学五年级的实施进行录像,并以该年级的两名学生作为研究对象进行个案分析,通过课堂观察、课堂对话、教学录像等方式采集数据,综合录像分析和出声思维法对拼图活动中小学生的关系性思维行为表现及教师干预进行研究,发现如下结论:(1)小学生在拼图活动中的关系性思维呈现三个水平,前期拼图活动中,学生只能利用图形板间边与边的关系进行试误组拼,无目的地旋转和翻转几何图形板,关系性思维处于水平1阶段;(2)经历一些拼图活动后,学生能有目的地旋转和翻转几何图形板,能逐渐考虑到角的组拼方式,综合利用边角间的关系进行操作,关系性思维可达到水平2阶段;(3)后期拼图活动中,学生能延续其它拼图活动中的操作方法进行组拼,能有意识地发现图形板边角间的关系完成拼图,并归纳概括出所有组拼图形,关系性思维提升到水平3阶段;(4)拼图活动中,教师观察学生的操作行为,当学生出现错误时进行干预,以辅助问题的方式实施干预,通过提问引发学生思考,及时纠正;(5)教师观察发现学生的拼图操作无进展时,及时发起干预,采取“要求解释”、“辅助问题”、“深层问题”等多种干预方式结合的形式实施干预,可将关系性思维提升到水平2或水平3阶段;(6)当学生明确完成拼图任务时,教师主要采取“要求解释”和“深层问题”两种方式结合的形式实施干预,可将学生的关系性思维提升到水平2或水平3阶段;(7)非语言干预方式应与语言干预方式结合在一起同时实施才是有效干预。图片示范结合辅助问题的干预、补充解释结合操作示范的干预,可提升学生的关系性思维水平。
[Abstract]:The "compulsory education mathematics curriculum standard (2011)" content standard for primary school students will puzzle with some geometric figures, through observation, operation, knowledge of plane geometry, to understand the relationship between the geometric elements of graphics, visible is meaningful to the students launched origami puzzle activity is, to promote the development of thinking in the activity that is an important goal of mathematics teaching. This study first defines the concept of teacher intervention and the concept of relational thinking. Researchers carried out origami and jigsaw activities in many primary schools in Chongqing. According to theory and practice, the relationship thinking of jigsaw activities was divided into three levels, and the timing and way of teacher intervention were coded. This research chooses three types have certain basic and representative puzzle video activities for the implementation of the three kinds of jigsaw activity in a primary school in the fifth grade, and the grade two students as the research object for case analysis, through classroom observation, classroom teaching dialogue, data acquisition learning video mode a comprehensive video analysis and relationship of thinking behavior and teachers' intervention on students puzzle activity sound thinking method, as follows: (1) the relationship between the pupils in the puzzle thinking activities in the three level, before the period of jigsaw activities, students can only be assembled by trial and error between edge and edge the graphic panel, to rotate and flip plate geometry, relational thinking at the level of the 1 stage; (2) experienced some puzzle activities, students have to rotate and flip the geometric graphics board, can gradually test According to the angle of the assembly, the comprehensive utilization of the relationship between corner operation, relational thinking can reach the level of the 2 stage; (3) late jigsaw activities, students can continue operating methods of other puzzle activities were assembled, consciously discover the relation between the corner graphics board to complete the puzzle, and generalizes all assembling graphics, relational thinking to the level of the 3 stage; (4) jigsaw activities, the operation behavior of students teachers' observation, intervention when students errors, to assist in the way of intervention, corrected by asking students and teachers; (5) observed the students' puzzle operation without progress, timely initiation of intervention, take "interpretation" and "auxiliary" and "deep" and other interventions combined form of intervention, the relationship between thinking up to level 2 or level 3 stage; (6) When students complete the puzzle task clear, teachers mainly take the requirements of the "two ways to explain" and "deep" with the form of intervention, the relationship between the students thinking to level 2 or level 3 stage; (7) non language and language intervention intervention methods should be combined together at the same time the implementation is effective intervention. The picture demonstration combined with the intervention of auxiliary problems, supplemental interpretation combined with the intervention of operation demonstration, can improve the students' relationship thinking level.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.5

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