折纸活动对初中数学新教师MR影响的个案研究

发布时间：2019-06-16 12:44

【摘要】：《义务教育数学课程标准》(2011)中指出“教师教学要从学生实际出发,创设有助于学生自主学习的问题情境,引导学生通过实践、思考、探索、交流等,获得数学的基础知识、基本技能、基本思想、基本活动经验”,那么课堂中学生经历实践、思考、探索、交流的过程必然是学生获得数学学习机会的过程。另外,初中生的思维正处于从经验思维向理论思维转型的关键期,因此具体形象或经验的支持对他们的学习至关重要,那么教师在教学过程中所创设的情境,使用的语言是否具体形象,将直接影响学生在课堂中的学习机会,而教师在课堂中给予学生学习机会的多少直接由课堂中该教师支配话语的观念决定,即本研究中提到的教师Meta rules(简称MR)。在参与重庆市一所重点中学初中“折纸几何选修课”的教学中发现,基于折纸几何基本公理设计的折纸活动,能够给学生创造更多的学习机会。本研究试图通过折纸活动影响教师的MR,带给学生更多的学习机会。本研究依据Sfard理论及David和Lihua xu的研究成果,在对折纸活动和MR的核心概念进行界定的基础上,设计了“三阶段折纸活动模式”和系列教师指导教案。在重庆市某重点中学选取个案对象教师A和参照对象教师B,让教师A参与为期两个月的系列折纸活动,通过定量分析与定性研究相结合的方式,运用录像分析及个案访谈法,分别在折纸活动前后对教师A的MR进行纵向的比较分析,同时结合折纸活动前后对教师A与教师B在相同教学内容下的MR作横向比较分析,得到以下结论:(1)折纸活动前,从课堂说话量、提问方式、数学语言三个方面对教师A的MR进行分析,发现教师A给予学生的学习机会少。(2)折纸活动后,还是从课堂说话量、提问方式、数学语言三个方面对教师A的MR进行分析,发现教师A给予学生的学习机会变多。(3)折纸活动前后,教师A的MR发生了显著变化,教师B的MR没有发生显著变化。(4)“三阶段折纸活动模式”指导下的折纸活动对教师A的MR产生了影响,在课堂中具体表现为:学生说话量变多,“给学生学习机会多的提问”变多,对符号语言和图形语言的选择更多,即教师A给予学生的学习机会变多。
[Abstract]:The Mathematics Curriculum Standard for compulsory Education (2011) points out that "Teachers should proceed from the reality of students, create problem situations that are conducive to students' autonomous learning, guide students to acquire basic knowledge, basic skills, basic ideas and basic activity experience of mathematics through practice, thinking, exploration and communication," so middle school students in class should experience practice, think and explore. The process of communication is bound to be the process of students' access to mathematics learning opportunities. In addition, the thinking of junior high school students is in a critical period of transformation from empirical thinking to theoretical thinking, so the support of specific image or experience is very important to their learning. Then the situation created by teachers in the teaching process and whether the language they use is specific image will directly affect students' learning opportunities in the classroom. The number of learning opportunities given by a teacher in the classroom is directly determined by the idea that the teacher dominates the discourse in the classroom, that is, the teacher Meta rules (referred to in this study is MR). For short. In participating in the teaching of origami geometry elective course in a key middle school in Chongqing, it is found that origami activities based on the basic axiom of origami geometry can create more learning opportunities for students. This study attempts to influence teachers' MR, through origami activities to bring more learning opportunities to students. Based on Sfard theory and the research results of David and Lihua xu, based on the definition of origami activity and the core concept of MR, this study designs a "three-stage origami activity model" and a series of teacher-directed teaching plans. In a key middle school in Chongqing, case teacher A and reference target teacher B were selected to participate in a series of origami activities for a period of two months. Through the combination of quantitative analysis and qualitative research, video analysis and case interview were used to make a longitudinal comparative analysis of teacher A's MR before and after origami activities. At the same time, combined with the horizontal comparative analysis of the MR of teacher A and teacher B under the same teaching content before and after origami activity, the following conclusions are drawn: (1) before origami activity, the MR of teacher A is analyzed from three aspects: classroom speaker quantity, questioning mode and mathematical language, and it is found that teacher A gives students less learning opportunities. (2) after origami activity, it is still from classroom speech quantity and questioning mode. The MR of teacher A is analyzed from three aspects of mathematical language, and it is found that teacher A has more learning opportunities for students. (3) before and after origami activity, the MR of teacher A has changed significantly, but the MR of teacher B has not changed significantly. (4) the origami activity under the guidance of "three-stage origami activity mode" has had an impact on teacher A's MR, which is embodied in the classroom. There are more questions for students to learn, and more choices for symbolic language and graphic language, that is, teacher A gives students more learning opportunities.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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