活动理论视阈下小学数学活动设计研究

发布时间：2018-11-21 15:09

【摘要】：《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,学生的数学基本思想的形成和基本活动经验的获得是要在丰富的数学活动中得到实现的。因此,如何设计出符合小学生数学学习特点的数学活动,就成为小学数学教师的主要任务,也是提高数学教学有效性的重要环节。本研究以活动理论作为理论依据,结合运用文献研究、课堂观察、个案分析、教学实践等多种研究方法,着重探讨小学数学活动的特点,小学数学活动设计的原则、流程与策略。研究结果表明,活动理论视阈下小学数学活动具有学生主动建构数学知识,将操作、思维和语言表达相结合,促进个体和共同体的协同发展,力求让学生获得积极情感体验等特点;在设计小学数学活动时,要遵循整体性、社会性、数学化等原则;小学数学活动设计流程包括前期分析(教学目标分析、学习主体和学习需求分析、教学内容分析)、活动方案设计(活动目标编写、活动内容与过程设计、活动意图分析、将活动序列组合成课)、活动方案实施与修正三大环节;设计小学数学活动时,要注重围绕学习目标设计任务驱动性的数学活动,以多种方式激发学生参与数学活动的动机,充分调动和利用学生已有的活动经验,整合运用不同形式的教学媒体等活动设计策略。在此基础上,本研究以小学数学五年级《三角形的面积》第二课时教学内容为例,选取一个教学设计个案并分析其存在的主要问题,运用本研究所得的结论对该个案进行重新设计,并通过教学实践和课堂观察等方式,对所设计的数学活动方案进行再反思和再修正,以进一步检验本研究所得的主要结论。
[Abstract]:The Mathematics Curriculum Standard for compulsory Education (2011 Edition) points out: "through the mathematics study in the compulsory education stage, students can acquire the basic knowledge, basic skills, and basic ideas of mathematics necessary for adapting to social life and further development." Basic activity experience. " However, the formation of students' basic mathematics thought and the acquisition of their basic activity experience should be realized in the rich mathematics activities. Therefore, how to design mathematical activities which accord with the characteristics of primary school students' mathematics learning has become the main task of primary school mathematics teachers and an important link to improve the effectiveness of mathematics teaching. This research takes the activity theory as the theoretical basis, unifies the use literature research, the classroom observation, the case analysis, the teaching practice and so on many kinds of research methods, emphatically discusses the elementary school mathematics activity characteristic, the elementary school mathematics activity design principle, Processes and policies. The results show that primary school mathematics activities have students' initiative to construct mathematical knowledge, combine operation, thinking and language expression, and promote the cooperative development of individual and community. Make every effort to allow students to obtain positive emotional experience and other characteristics; When designing elementary school mathematics activities, we should follow the principles of integrity, sociality and mathematics. The primary school mathematics activity design process includes pre-analysis (teaching objective analysis, learning subject and learning demand analysis, teaching content analysis), activity plan design (activity goal writing, activity content and process design, activity intention analysis), Combine the sequence of activities into a class), the implementation of the programme of activities and revision of the three major links; When designing mathematics activities in primary schools, we should pay attention to designing task-driven mathematics activities around learning goals, stimulate students' motivation to participate in mathematics activities in various ways, and fully mobilize and utilize students' existing activity experience. Integration of the use of different forms of teaching media and other activities design strategies. On the basis of this, this study takes the teaching content of the fifth grade of elementary mathematics "triangle area" as an example, selects a teaching design case and analyzes its main problems. This paper redesigns the case by using the conclusions of this study, and through teaching practice and classroom observation, reconsiders and revises the mathematical activity scheme designed in order to further test the main conclusions of this study.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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