“活动课—新授课”教学模式研究

发布时间：2018-06-14 10:42

本文选题：数学活动课程 + 经验学习　；参考：《上海师范大学》2017年硕士论文

【摘要】：一个多世纪以来,数学的应用越来越广泛。但是数学课,由于其本身的特点,课程中往往偏向于偏理性,越到后期对学生的思维要求也越来越高。所以数学活动课就是对这一课程的延伸和应用。数学活动课的开展有利于学生数学能力的提高以及综合素质的提升,所以国家教委颁发的义务教育阶段的《课程方案》中关于课程设置的重改革内容之一就是把活动课提高到课程设置的高度来认识与安排[1]。以往数学课往往局限于课堂或者是零散的、局部的,缺少对活动课程的系统性的、全面的研究,也使活动课程的构建少了一定的实践基础。因此,本文试图从课程的角度出发,分析活动课程对学生数学经验学习的作用,研究支撑其发展的要素、考察学生活动学习所得经验对后期学习的应用水平和层次,并提出相关建议。首先,从课程的角度出发确定以四年级教材《角》这一单元为例做一个活动课程系列,本文采用了定性研究方法,分析几何模块在国内外教材编排中的异同以及意图,同时确定角这一单元在整个教材中的前后关系,确定活动方式。其次,我们选取了多元部四年级的2个班36个人作为研究样本,进行了传统课和活动课的教学对比研究,得出:无论是横向比较(班与班之间)还是纵向比较(班级的发展趋势以及学生个体的发展趋势),活动课程对学生的影响更大。1、学生在运用活动课中所得出的经验的学习中对后面理论知识的理解和数学再次应用表现出比较大的优势。2、学生的学习效率传统教学中的学习效率更高。适时的教学干预是必须的,在活动过程中,教师要提供合适的教学材料,引导学生更好的在活动课中得到发展,如果没有教学合适的教学干预,学生的活动课没办法得出系统的经验甚至会对学生下一步经验的形成和运用形成无法弥补的欠缺。对测试的结果分析后还发现,活动课后50%学生对于知识的拓展能达到更高一级水平的要求,远远超过了同期传统教学下学生的水平,40%的学生概念理解和数学应用能够基本掌握,跟传统教学下学生的水平持平,10%的学生部分概念掌握较差,跟传统教学下学生的水平持平。基于上述研究结果。我们可以得出这样一个结论:活动课对学生后续数学经验的积累和学习影响比较大。建议课程学习中可以以一节活动课为基础奠定活动经验,再把活动课中的活动经验运用到后一节课的数学理论学习中。即“活动—新授—活动—新授”的教学模式。本研究中所涉及教学模式只适合于一部分教学内容,至于如何进行更深一步的挖掘活动课的经验以及如何运用“活动—新授—活动—新授”这一模式还需要进一步的深入思考和研究。希望相关的研究能给基础教育提供一定的方向和依据。
[Abstract]:For more than a century, mathematics has been used more and more widely. However, because of its own characteristics, mathematics courses tend to be biased towards rationality, and the higher the demand for students' thinking is at the later stage. So mathematics activity course is the extension and application of this course. The development of mathematics activity course is beneficial to the improvement of students' mathematics ability and the improvement of their comprehensive quality. Therefore, one of the important contents of the curriculum reform in the compulsory education program issued by the State Education Commission is to raise the activity course to the level of curriculum setting to understand and arrange it [1]. In the past, mathematics courses were often confined to the classroom or scattered, partial, lack of systematic and comprehensive research on the active curriculum, but also made the construction of the activity curriculum without some practical foundation. Therefore, from the perspective of curriculum, this paper attempts to analyze the effect of activity curriculum on students' learning experience in mathematics, to study the elements supporting its development, and to investigate the level and level of application of the experience gained from student activity learning to later learning. And put forward relevant suggestions. First of all, from the point of view of curriculum, we make a series of active courses with the unit of Grade 4 textbook "Angle" as an example. This paper adopts qualitative research method to analyze the similarities and differences of geometric modules in the arrangement of textbooks at home and abroad, as well as their intentions. At the same time, determine the angle of the unit in the whole textbook before and after the relationship, determine the mode of activities. Secondly, we selected 36 students from 2 classes in the fourth grade of multiple department as the research sample, and made a comparative study on the teaching of traditional class and activity class. It is concluded that whether it is horizontal comparison (between classes) or vertical comparison (class development trend and student individual development trend), the impact of activity curriculum on students is greater. 1. The understanding of the theoretical knowledge and the application of mathematics in the past learning show a great advantage. 2. The students' learning efficiency is higher in traditional teaching. Timely teaching intervention is necessary, in the process of activities, teachers should provide appropriate teaching materials to guide students to better develop in the activities, if there is no appropriate teaching intervention, The students' activity lessons can not get the systematic experience even the formation and application of the students' next experience can not make up for the lack. After analyzing the results of the test, it was also found that 50% of the students after the activity class could reach a higher level of knowledge expansion, which far exceeded the level of 40% of the students in traditional teaching during the same period, and that the students' conceptual understanding and mathematical application could be basically grasped. The level of students in traditional teaching is equal to that of students in traditional teaching, and the level of students in traditional teaching is equal to that of students in traditional teaching. Based on the above results. We can draw a conclusion that activity class has a great influence on the accumulation and learning of students' subsequent mathematical experience. It is suggested that the activity experience can be established on the basis of one activity class in the course study, and then the activity experience in the activity class can be applied to the mathematics theory study in the later class. That is, "activity-new-activity-new teaching" teaching mode. The teaching model involved in this study is only suitable for a part of the teaching content. As for the experience of how to carry out the further excavation class and how to use the model of "activity-new-activity-new teaching", it is necessary to further think and study. Hope that the relevant research can provide a certain direction and basis for basic education.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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