基于促进理解模式的“长方体和正方体表面积”教学设计研究

发布时间：2018-11-18 07:04

【摘要】：面积教学是“图形与几何”领域的重要内容,平面图形到立体图形的教学情况,直接影响着学生几何空间观念的建立,解决实际问题能力的培养。纵观整个面积教学实践,可以看出,教师在进行教学设计时,基于个人的教学经验,缺乏理论的指导,导致课堂教学的低效,学生理解的片面性,缺乏应用意识。促进理解模式理论指出,在教学设计时,一方面,教师应该关注逆向设计,强调教学目标的导向性作用;另一方面,教师应该从多种维度,设置引导性问题,实现对数学知识的深层次、持久性地理解;帮助学生建立空间观念,增强学生的应用意识。因此,论文以促进理解模式为理论支撑点,一方面,参考盛群力教授提出的逆向教学设计理论和小学数学面积教学的特点,另一方面,根据曹一鸣教授、张福顺教授提出的数学教学设计的理论框架,提出了小学数学面积教学的教学设计,同时,以苏教版六年级《长方体和正方体的表面积》为例,进行单元教学设计。在整个教学设计中,首先进行学习者分析,运用调查问卷,了解学生的认知水平,同时,从课程标准和教材作相应的教学内容分析。以此为基础,根据提出的促进理解模式理论和教学设计框架,进行2个课时的单元教学设计,并予以实施。通过课堂教学实录、练习反馈,可以发现,基于促进理解模式理论的教学设计能够有效的、深入的理解数学知识,提高学生的应用知识,解决实际问题的能力,形成良好的认知结构。最后,反思《长方体和正方体的表面积》的实施,了解实施过程中取得的成效与不足,建议在教学设计中应该巧妙设置基于理解6个维度的引导性问题;扎实巩固重要的基础知识、基本技能;灵活选择“WHERE”课堂教学结构、“GRASPS”评价方式。
[Abstract]:Area teaching is an important content in the field of "graphics and geometry". The teaching of plane graphics to three-dimensional graphics directly affects the establishment of students' concept of geometric space and the cultivation of their ability to solve practical problems. Looking at the teaching practice of the whole area, we can see that when the teacher carries on the teaching design, based on the personal teaching experience, the lack of the guidance of the theory, which leads to the low efficiency of classroom teaching, the one-sidedness of students' understanding, and the lack of application consciousness. The theory of promoting understanding mode points out that, in teaching design, teachers should pay attention to reverse design and emphasize the guiding role of teaching objectives; On the other hand, teachers should set up leading problems from various dimensions, realize deep and persistent understanding of mathematical knowledge, help students to establish spatial concepts and enhance students' application consciousness. Therefore, the paper takes the mode of promoting understanding as the theoretical support. On the one hand, it refers to the characteristics of reverse instructional design theory and elementary school mathematics area teaching proposed by Professor Sheng Qunli, on the other hand, according to Professor Cao Yiming, The theoretical framework of mathematics teaching design put forward by Professor Zhang Fushun, and the teaching design of elementary school mathematics area teaching is put forward. At the same time, taking the surface area of cuboid and cuboid in the sixth grade of Su education edition as an example, the unit teaching design is carried out. In the whole teaching design, the learner analysis is carried out first, and the cognitive level of the students is understood by using the questionnaire. At the same time, the corresponding teaching contents are analyzed from the curriculum standard and the teaching material. On this basis, according to the theory of promoting understanding mode and the framework of teaching design, the unit teaching design of two class hours is carried out and implemented. Through the classroom teaching record and practice feedback, we can find that the teaching design based on the theory of promoting understanding mode can effectively and deeply understand mathematics knowledge, improve students' applied knowledge and solve practical problems. Form a good cognitive structure. Finally, we reflect on the implementation of the surface area of cuboids and cuboids, understand the achievements and shortcomings in the implementation process, and propose that the guiding problems based on understanding six dimensions should be skillfully set in the teaching design. Consolidate important basic knowledge, basic skills, flexible choice of "WHERE" classroom teaching structure, "GRASPS" evaluation method.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
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本文编号：2339246