中小学数学教学情境的国际比较研究
发布时间：2019-07-09 18:17
【摘要】：从21世纪初中国开始新一轮基础教育课程改革以来,数学教学情境在数学教学中的价值得到了教育政策制定者、数学教育研究者和数学教学工作者的普遍认可和积极实践。科学合理地创设和使用数学教育情境,发挥数学教学情境的应有作用,实现数学教学情境可以达成的教学目的,成为当前数学教学情境研究中应该关注的研究课题。当今普及的国际互联网络和便利的国际交流平台,为教育教学的国际比较研究提供了良好的契机。审视已有的与数学教学情境相关的学术研究,很大部分仍然属于理论思辨和经验探讨,拥有国际视野的比较研究并不多见。为了能够对我国今后中小学数学课程标准的修订和完善,以及中小学数学课堂教学中创设数学教学情境的深化改革提出有效建议,本研究提出了以下两个主要的研究问题:1.在国际视野下,中国、美国和澳大利亚三个国家的中小学数学课程标准文件中关于创设数学教学情境的目的和要求是什么?相同点和差异是什么?对我国今后中小学数学课程标准的修订和完善有何建设性的启示?2.在国际视野下,中国、美国和澳大利亚三个国家的中小学数学课堂教学实践中创设数学教学情境有哪些主要特征?学生和教师对于创设数学教学情境的看法是什么?它们具有哪些相同点和差异?对我国今后中小学数学课堂教学中创设数学教学情境的深化改革有何建设性的启示?针对第一个研究问题,本研究对中国、美国和澳大利亚三个国家的四本中小学数学课程标准文件中关于创设数学教学情境的语句进行内容分析和比较研究,得出的主要结论是:创设数学教学情境是国际主要国家课程标准文件的共同要求,我国的中小学数学课程标准应该继续鼓励创设数学教学情境,改变对数学教学情境功用的局限性认识,借鉴美国和澳大利亚中小学数学课程标准中体现发挥创设数学教学情境更多功用的要求。引导教师创设更多真实存在的现实世界情境,促进学生发展数学理解和培养与情境有关的关键能力,鼓励教师积极开展包含真实情境的数学实践活动。针对第二个研究问题,本研究对中国、美国和澳大利亚三个国家的LPS资源数据中的录像数据以及学生和教师访谈资料进行内容分析和比较研究,得出的主要结论是:三个国家的中学数学课堂教学中都存在创设数学教学情境的事实,但是创设数学教学情境的做法和风格却有很大不同。对于中国的数学课堂而言,应该继续坚持以情境作为教学铺垫引入新知的的经验做法;保持在创设数学教学情境时注重效率的优点,仅仅围绕教学目标高效的使用数学教学情境。学习美国和澳大利亚中学数学教师创设更多和学生当下或者未来紧密相关的真实情境,将数学教学情境与各种数学教学活动恰当融合在一起,充分发挥数学教学情境在促进学生的数学理解和培养学生关键能力方面的真正功用。
文内图片：
图片说明：图２－１邋ＣＮＫＩ中与教学情境有关的文献计量趋势分析图逡逑Ｎ）“”“
[Abstract]:Since the beginning of the new round of basic education curriculum reform in the beginning of the 21st century, the value of the mathematical teaching situation in the mathematics teaching has been widely recognized and active practice of the educational policy makers, the mathematics education researchers and the mathematics teaching workers. Scientific and reasonable creation and use of the mathematical education situation should play an important role in the teaching situation of mathematics, so as to realize the teaching purpose which can be achieved in the teaching situation of mathematics, and become the research subject that should be paid attention to in the research of the current mathematical teaching situation. Today's universal Internet and convenient international exchange platform provide a good opportunity for the international comparative study of educational teaching. Reviewing the existing academic research related to the teaching situation of mathematics, most of them still belong to the theoretical thinking and experience, and the comparative study of the international field of view is rare. In order to be able to make effective suggestions on the revision and improvement of the mathematics curriculum standard in the middle and primary schools in our country, as well as the reform of the establishment of the mathematical teaching situation in the mathematics classroom teaching of primary and secondary schools, the following two main research questions are put forward:1. In the international field of view, what is the purpose and requirement of creating a mathematical teaching situation in the middle and primary school mathematics curriculum standard documents of the three countries in China, the United States and Australia? What is the same point and difference? What is the constructive enlightenment to the revision and perfection of the standard of the mathematics course in the middle and primary schools in our country? 2. What are the main features of the creation of the mathematics teaching situation in the mathematics classroom teaching practice of the primary and middle schools in the three countries of China, the United States and Australia in the international field of view? What is the view of students and teachers in the creation of a mathematical teaching situation? What are the same points and differences? What is the constructive enlightenment to the reform of the mathematics teaching situation in the mathematics classroom teaching in the middle and primary school of our country? In view of the first study, this study carries out content analysis and comparative study on the statement about the creation of the mathematical teaching situation in the four elementary and middle school mathematics curriculum standard documents of the three countries in China, the United States and Australia, and the main conclusions are as follows: The creation of the mathematical teaching situation is the common requirement of the standard documents of the international major national curriculum standards, and the mathematics curriculum standard of the primary and secondary schools in our country should continue to encourage the creation of the mathematical teaching situation and change the limitation of the function of the teaching situation of mathematics. Learning from the mathematics curriculum standard of the American and Australian primary and secondary schools, it is necessary to create more functions in the teaching of mathematics teaching. To guide the teachers to create more real world situations, to promote the students' development of the mathematics understanding and to train the key abilities related to the situation, and to encourage the teachers to actively carry out the mathematical practice activities that include the real situation. In the light of the second study, this study carries on the content analysis and comparative study of the video data of the LPS resource data of the three countries in China, the United States and Australia, and the interview data of the students and the teachers, and the main conclusions are as follows: There is the fact that the mathematics teaching situation exists in the middle school mathematics classroom teaching of the three countries, but the practice and style of the creation of the mathematics teaching situation are very different. For the Chinese mathematics class, we should continue to insist on the use of the situation as the teaching way to introduce the newly-known experience practice; keep the advantage of the efficiency in the creation of the mathematics teaching situation, and only use the mathematical teaching situation efficiently around the teaching goal. Learning the real situation of the mathematics teachers in the United States and the Australian middle school to create more and more students to be closely related to the present or the future, and combine the mathematical teaching situation with various mathematical teaching activities, Give full play to the real function of the mathematics teaching situation in promoting the students' mathematics understanding and training the key abilities of the students.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2512347
文内图片：
图片说明：图２－１邋ＣＮＫＩ中与教学情境有关的文献计量趋势分析图逡逑Ｎ）“”“
[Abstract]:Since the beginning of the new round of basic education curriculum reform in the beginning of the 21st century, the value of the mathematical teaching situation in the mathematics teaching has been widely recognized and active practice of the educational policy makers, the mathematics education researchers and the mathematics teaching workers. Scientific and reasonable creation and use of the mathematical education situation should play an important role in the teaching situation of mathematics, so as to realize the teaching purpose which can be achieved in the teaching situation of mathematics, and become the research subject that should be paid attention to in the research of the current mathematical teaching situation. Today's universal Internet and convenient international exchange platform provide a good opportunity for the international comparative study of educational teaching. Reviewing the existing academic research related to the teaching situation of mathematics, most of them still belong to the theoretical thinking and experience, and the comparative study of the international field of view is rare. In order to be able to make effective suggestions on the revision and improvement of the mathematics curriculum standard in the middle and primary schools in our country, as well as the reform of the establishment of the mathematical teaching situation in the mathematics classroom teaching of primary and secondary schools, the following two main research questions are put forward:1. In the international field of view, what is the purpose and requirement of creating a mathematical teaching situation in the middle and primary school mathematics curriculum standard documents of the three countries in China, the United States and Australia? What is the same point and difference? What is the constructive enlightenment to the revision and perfection of the standard of the mathematics course in the middle and primary schools in our country? 2. What are the main features of the creation of the mathematics teaching situation in the mathematics classroom teaching practice of the primary and middle schools in the three countries of China, the United States and Australia in the international field of view? What is the view of students and teachers in the creation of a mathematical teaching situation? What are the same points and differences? What is the constructive enlightenment to the reform of the mathematics teaching situation in the mathematics classroom teaching in the middle and primary school of our country? In view of the first study, this study carries out content analysis and comparative study on the statement about the creation of the mathematical teaching situation in the four elementary and middle school mathematics curriculum standard documents of the three countries in China, the United States and Australia, and the main conclusions are as follows: The creation of the mathematical teaching situation is the common requirement of the standard documents of the international major national curriculum standards, and the mathematics curriculum standard of the primary and secondary schools in our country should continue to encourage the creation of the mathematical teaching situation and change the limitation of the function of the teaching situation of mathematics. Learning from the mathematics curriculum standard of the American and Australian primary and secondary schools, it is necessary to create more functions in the teaching of mathematics teaching. To guide the teachers to create more real world situations, to promote the students' development of the mathematics understanding and to train the key abilities related to the situation, and to encourage the teachers to actively carry out the mathematical practice activities that include the real situation. In the light of the second study, this study carries on the content analysis and comparative study of the video data of the LPS resource data of the three countries in China, the United States and Australia, and the interview data of the students and the teachers, and the main conclusions are as follows: There is the fact that the mathematics teaching situation exists in the middle school mathematics classroom teaching of the three countries, but the practice and style of the creation of the mathematics teaching situation are very different. For the Chinese mathematics class, we should continue to insist on the use of the situation as the teaching way to introduce the newly-known experience practice; keep the advantage of the efficiency in the creation of the mathematics teaching situation, and only use the mathematical teaching situation efficiently around the teaching goal. Learning the real situation of the mathematics teachers in the United States and the Australian middle school to create more and more students to be closely related to the present or the future, and combine the mathematical teaching situation with various mathematical teaching activities, Give full play to the real function of the mathematics teaching situation in promoting the students' mathematics understanding and training the key abilities of the students.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.6
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