活动理论下小学数学课堂教学活动设计研究

发布时间：2018-06-26 21:56

本文选题：活动理论 + 数学课堂　；参考：《上海师范大学》2017年硕士论文

【摘要】：众所周知,学习知识的过程不是由外及内的简单传递过程,而是学习者通过参与活动获得经验并主动建构的过程,杜威也主张活动是学习者学习的必要条件。《义务教育数学课程标准(2011年版)》指出:“通过义务教育阶段的数学学习,学生能获得适应社会生活和进一步发展所必须的数学的基础知识、基本技能、基本思想、基本活动经验。”然而,学生的基本知识技能的学习、基本思想、活动经验的获得大部分都是在课堂教学过程开展的活动中实现的。因此,如何设计出能够促进学生数学思维的优质高效的数学课堂教学活动,是小学数学教师的主要任务,也是关乎教学质量和教学有效性的关键。外国学者乔纳森以及国内学者杨开成等主张用活动理论分析课堂教学活动设计过程,这是一个新的分析视角。在这个新的视角下,数学课堂更多关注的是学生在教学过程中参与的活动、他们在活动中使用的工具的本质、活动中同学之间的社会关系、活动中的客体、活动的目的和结果,而不是知识状态。本研究的理论依据是活动理论,本研究综合运用文献研究、课堂观察、个案分析、实践反思等研究方法着重探讨小学数学课堂教学活动设计的关注要点、课堂教学活动设计基本过程与策略,并通过对一节数学家常课“线段、射线、直线”进行个案研究,运用小学数学课堂教学活动设计的关注点、基本过程、策略等研究结果对其进行分析,发现个案中存在的不足之处并改进完善,进一步检验本研究所得的主要结论并努力为小学数学课堂教学活动设计提供一个可以参考的范例。研究结果表明:活动理论下的小学数学课堂教学活动设计需要关注活动设计的系统化、数学化、活动性以及活动设计的主体;小学数学课堂教学活动设计的基本过程包括前端分析(包括对学习者特征、教学内容和学习者需要的分析)、教学方案设计(主要包括课时教学目标的编写、教学内容与过程的设计、教学工具与资源的选择)、评价与修正这三个阶段,每个阶段都需要运用相关的学科理论与方法,并且构成了封闭的循环圈。通过上述研究成果,本文尝试性地提出了小学数学课堂教学活动设计策略,具体包括:(1)开放内容,增强数学活动与生活的联系;(2)尊重学生,提供自主探索的机会;(3)关注交往,实现合作互动中的建构;(4)更新工具,运用现代化的教学媒体。
[Abstract]:As we all know, the process of learning knowledge is not a simple transfer process from outside and inside, but a process in which learners gain experience and construct actively by participating in activities. Dewey also argues that activity is a necessary condition for learners to learn. The Mathematics Curriculum Standard for compulsory Education (2011 Edition) points out: "Mathematics learning through compulsory education," Students can acquire the basic mathematical knowledge, basic skills, basic ideas, and basic activity experience necessary to adapt to social life and further develop. " However, the acquisition of students' basic knowledge and skills, basic ideas and activity experiences are mostly realized in the activities carried out in the classroom teaching process. Therefore, how to design high quality and efficient mathematics classroom teaching activities which can promote students' mathematical thinking is the main task of primary school mathematics teachers, and also the key to teaching quality and teaching effectiveness. Jonathan, a foreign scholar, and Yang Kaicheng, a domestic scholar, advocate the use of activity theory to analyze the design process of classroom teaching activities, which is a new perspective. In this new perspective, the mathematics classroom pays more attention to the activities in which the students participate in the teaching process, the nature of the tools they use in the activities, the social relations between the students in the activities, the objects in the activities, the purpose and the results of the activities. Not the state of knowledge. The theoretical basis of this study is activity theory, this study comprehensively uses literature research, classroom observation, case analysis, practice reflection and other research methods to focus on the primary school mathematics classroom teaching activities design focus. The basic process and strategy of classroom teaching activity design, and through the case study of "line segment, ray, straight line", using the focus of primary school mathematics classroom teaching activity design, the basic process, The results of the study, such as strategy analysis, find out the shortcomings of the case and improve it, and further test the main conclusions of this study and try to provide a reference example for the primary school mathematics classroom teaching activities design. The research results show that: the primary school mathematics classroom teaching activity design under the activity theory needs to pay attention to the activity design systematization, the mathematics, the activity and the activity design main body; The basic process of primary school mathematics classroom teaching activity design includes front-end analysis (including analysis of learners' characteristics, teaching content and learners' needs), teaching scheme design (mainly including the writing of teaching objectives during class hours). The design of teaching content and process, the selection of teaching tools and resources), the evaluation and revision of these three stages, each stage needs to use the relevant discipline theory and method, and form a closed circle. Through the above research results, this paper tries to put forward the design strategies of mathematics classroom teaching activities in primary schools, including: (1) opening up the content, strengthening the connection between mathematics activities and life; (2) respecting students and providing opportunities for independent exploration; (3) paying close attention to communication. To realize the construction of cooperative interaction; (4) to update the tools and use modern teaching media.
【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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