小学数学个性化单元教学改革的个案研究

发布时间：2018-01-07 06:36

本文关键词：小学数学个性化单元教学改革的个案研究　出处：《东北师范大学》2016年博士论文　论文类型：学位论文

【摘要】：伴随着基础教育课程改革步入深水区,优化课程结构、调整课程内容、改变教学方式、提高教学质量成为改革的核心。在推进改革的过程中,传统班级授课制背景下划一性教学的“封闭性、同步性”问题逐渐浮出水面,如何改善划一性教学的弊端,成为课程实施过程中关注的焦点。个性化教学以“珍视群体中的每一个人”为基本价值追求,强调尊重并关注学生在学习兴趣、能力、速度、适应性等方面的差异,着力改变“同一目标、同一内容、同一方法、同一速度、同一结论”的传统教学观念和课堂面貌,已经引起了广泛的关注。数学学科作为基础性学科,无论是知识内容还是思想方法,对于夯实学生知识基础、促进学生思维发展具有重要价值。本研究在基础教育课程改革的背景下,按照当代信息化社会对创新人才培养的需求,以教学改革为切入点,对小学数学个性化单元教学进行研究。本研究在大量国内外个性化教学理论与实践研究文献的基础上,提出个性化单元教学的概念,并以长春市一所小学为个案,以数学学科为例,探寻数学个性化单元教学遇到的问题与障碍、破解的方法与对策,在此基础上系统构建了个性化单元教学的内涵特征、价值原则、操作策略。研究发现,小学数学个性单元教学可以以重组单元教学内容、变更教学组织形式为突破口进行操作,存在四种变更教学组织形式的运行模式：学习顺序选择模式、集体指导补充模式、学习进度调适模式、学习起点诊断模式。重组单元教学内容要以核心知识内容的理解、核心思想观念的感悟、核心方法技能的掌握为依据,采取整合、补充、删减的方式进行,包括对单元内部的重组、同一领域不同单元的重组。本研究得出以下结论：小学数学学科可以进行个性化单元教学改革；单元整体教学是实现个性化教学的有效途径；数学个性化单元教学存在不同的运行模式；教师的参与动机与水平是影响教学改革的关键变量；教师共同体的集体智慧是推进教学改革的重要保障；个性化单元教学改革强调学校软硬环境的支持。本研究为个性化单元教学改革提出如下建议：以学科组教师共同体的建设为核心推动教学改革；以提高教师业务水平为驱动激发教学改革的活力；个性化单元教学改革要关注教师的个性。
[Abstract]:With the basic education curriculum reform into the deep water area, optimize the curriculum structure, adjust the course content, change teaching methods, improve the quality of teaching has become the core of the reform. In the process of reform, the traditional closing class teaching system uniformity under the background of "synchronization" problem has surfaced, how to improve the drawbacks of uniformity teaching, become a focus of attention in the process of curriculum implementation. The individualized teaching to "everyone" value in the group as the basic value pursuit, emphasizing respect and pay attention to students' interest in learning, ability, speed, adaptability and other aspects of the differences, to change "the same goal, the same content, the same method of the same a speed, the same conclusion" traditional teaching concept and classroom features, has attracted wide attention. Mathematics as the basic subject, whether the knowledge content is also thought method for tamping The students' basic knowledge, has important value to promote the development of students' thinking. This study in the context of the basic education curriculum reform, according to the modern information society for the cultivation of innovative talents, the teaching reform as the starting point, to study the primary school mathematics personalized teaching unit. This study based on a large number of domestic and foreign research literature personalized teaching theory and Practice on the concept of personalized teaching unit, and a primary school in Changchun city as a case, the case of mathematics, explore the problems and obstacles encountered in mathematics personalized unit teaching, countermeasure and method of crack, the system constructed on the basis of connotation, personalized teaching unit value principle, operation strategy. The study found primary school, mathematics teaching can take the personality unit restructuring unit teaching content, change the teaching organization form as a breakthrough for operation, there are four kinds of change of teaching Operation mode: learning organization learning order selection mode, supplementary mode of leadership, learning progress adjustment mode, the starting point of learning diagnosis mode. Teaching content reorganization unit to understand the content of core knowledge, core ideas of perception, grasp core skills as the basis, take the integration, supplement, deletion method including the unit internal reorganization, the reorganization of different units of the same field. This paper draws the following conclusions: primary school mathematics teaching reform can be personalized unit; unit whole teaching is an effective way to realize the individualized teaching; there are different modes of mathematics personalized teaching unit; participation motivation and the level of teachers is the key variables affecting teaching the reform of the collective wisdom of teachers; the community is an important guarantee to promote the teaching reform; teaching reform school emphasizes personalized unit The soft and hard environment support. This study puts forward some suggestions for teaching reform in the discipline construction unit: individual group of teachers community as the core to promote the teaching reform; to improve teachers' professional level to stimulate driven teaching reform activity; teaching reform should pay attention to personalized unit teacher's personality.

【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G623.5

【参考文献】