中學(xué)數(shù)學(xué)教學(xué)設(shè)計(jì)三種常見取向的比較研究
發(fā)布時(shí)間：2019-07-06 20:47
【摘要】：眾所周知,合理的教學(xué)設(shè)計(jì)不僅是課堂高效教學(xué)的有力保證,還有助于實(shí)現(xiàn)教學(xué)過程的最優(yōu)化。所以,自教學(xué)設(shè)計(jì)被提出起一直備受中外學(xué)者關(guān)注。當(dāng)前,基于各種不同理論基礎(chǔ)的教學(xué)設(shè)計(jì)都應(yīng)運(yùn)而生,可謂百花齊放。然而,正如尺有所短寸有所長(zhǎng),世界上不存在絕對(duì)完美和萬能的教學(xué)設(shè)計(jì),每種取向的教學(xué)設(shè)計(jì)在獨(dú)具特色的同時(shí)均有一定程度的不足。本文將對(duì)中學(xué)數(shù)學(xué)教學(xué)中常見的三種不同取向的教學(xué)設(shè)計(jì)進(jìn)行比較研究,以期得到有益的結(jié)論,為提高一線教師教學(xué)設(shè)計(jì)能力提出中肯的建議,使其能夠更加出色地完成教學(xué)任務(wù)。本文第一部分對(duì)所研究問題的提出過程、研究?jī)?nèi)容、研究方法、研究意義做出簡(jiǎn)明闡述。本文第二部分對(duì)教學(xué)設(shè)計(jì)的相關(guān)研究進(jìn)行文獻(xiàn)綜述。首先分析了歷史上關(guān)于教學(xué)設(shè)計(jì)這一概念在不同階段的不同主張；其次,對(duì)數(shù)學(xué)教學(xué)設(shè)計(jì)的本質(zhì)進(jìn)行概述；并從數(shù)學(xué)教學(xué)設(shè)計(jì)模式、數(shù)學(xué)教學(xué)設(shè)計(jì)能力、數(shù)學(xué)教學(xué)設(shè)計(jì)取向三個(gè)方面對(duì)數(shù)學(xué)教學(xué)設(shè)計(jì)的研究近況加以闡述。本文第三部分從中學(xué)生數(shù)學(xué)學(xué)習(xí)的心理特點(diǎn)、建構(gòu)主義學(xué)習(xí)觀、新課程的教學(xué)理念、數(shù)學(xué)的學(xué)科特點(diǎn)四個(gè)方面闡明文章研究問題的理論依據(jù)；進(jìn)而對(duì)數(shù)學(xué)教學(xué)設(shè)計(jì)的概念進(jìn)行界定；通過梳理近十年中國(guó)知網(wǎng)收錄的關(guān)于數(shù)學(xué)教學(xué)設(shè)計(jì)的文獻(xiàn),確定數(shù)學(xué)教學(xué)設(shè)計(jì)中三種常見的取向,即數(shù)學(xué)知識(shí)發(fā)生的邏輯取向、數(shù)學(xué)知識(shí)生成的心理取向、數(shù)學(xué)史融入數(shù)學(xué)教學(xué)取向；進(jìn)而建立數(shù)學(xué)教學(xué)本質(zhì)、數(shù)學(xué)教學(xué)邏輯、數(shù)學(xué)教學(xué)方法顯化、數(shù)學(xué)教學(xué)創(chuàng)新四種比較維度。文章第四部分為教學(xué)設(shè)計(jì)情況的調(diào)查與分析。通過統(tǒng)計(jì)、分析問卷調(diào)查結(jié)果得出結(jié)論,以期為改進(jìn)教學(xué)設(shè)計(jì)指明方向。本文第五部分為數(shù)學(xué)教學(xué)設(shè)計(jì)案例的比較研究。選取《橢圓及其標(biāo)準(zhǔn)方程》一課為例,通過四種比較維度的分析、一線教師的評(píng)價(jià)、綜合分析對(duì)基于三種不同取向的教學(xué)設(shè)計(jì)進(jìn)行比較。以具體案例為著眼點(diǎn),期望能夠以小見大。本文第六部分在闡述了不存在絕對(duì)完美和萬能的教學(xué)設(shè)計(jì),不同取向的教學(xué)設(shè)計(jì)之間也不存在絕對(duì)優(yōu)劣的研究結(jié)論；基于此,筆者呼吁一線教師在今后教學(xué)設(shè)計(jì)過程中要以服務(wù)課堂、服務(wù)學(xué)生為主旨,整合不同取向,兼容并蓄、取長(zhǎng)補(bǔ)短,并為一線教師提出有益的建議,以期達(dá)到更好地教學(xué)效果；文章最后對(duì)本文研究的局限性進(jìn)行說明。
文內(nèi)圖片：
圖片說明：圖５．９陽(yáng)光照射下球的霞子逡逑
[Abstract]:As we all know, reasonable teaching design is not only a powerful guarantee for efficient classroom teaching, but also helps to optimize the teaching process. Therefore, since the teaching design was put forward, it has been concerned by Chinese and foreign scholars. At present, teaching design based on various theoretical foundations emerges as the times require, which can be described as a hundred flowers blooming. However, just as there is a short dimension and a strong point, there is no absolutely perfect and universal teaching design in the world, and the teaching design of each orientation has a certain degree of deficiency at the same time. This paper will make a comparative study on the teaching design of three different orientations in middle school mathematics teaching, in order to get useful conclusions, and put forward some suggestions for improving the teaching design ability of front-line teachers, so that they can complete the teaching task better. In the first part of this paper, the process, research content, research methods and significance of the research are briefly described. The second part of this paper reviews the related research of teaching design. Firstly, this paper analyzes the different propositions of the concept of teaching design in history at different stages; secondly, summarizes the essence of mathematics teaching design; and expounds the recent research situation of mathematics teaching design from three aspects: mathematics teaching design mode, mathematics teaching design ability and mathematics teaching design orientation. The third part of this paper expounds the theoretical basis of the research problems from four aspects: the psychological characteristics of middle school students' mathematics learning, the constructivism learning view, the teaching concept of the new curriculum and the subject characteristics of mathematics, and then defines the concept of mathematics teaching design. By combing the literature on mathematics teaching design collected by China knowledge Network in recent ten years, this paper determines three common orientations in mathematics teaching design, namely, the logical orientation of mathematics knowledge generation, the psychological orientation of mathematics knowledge generation, and the integration of mathematics history into mathematics teaching orientation, and then establishes four comparative dimensions: mathematics teaching essence, mathematics teaching logic, mathematics teaching method visualization and mathematics teaching innovation. The fourth part of the article is the investigation and analysis of teaching design. Through statistics, this paper analyzes the results of the questionnaire and draws a conclusion in order to point out the direction for improving the teaching design. The fifth part of this paper is a comparative study of mathematical teaching design cases. Taking Ellipse and its Standard equation as an example, through the analysis of four comparative dimensions, the evaluation of front-line teachers, and the comprehensive analysis, this paper compares the teaching design based on three different orientations. With the specific case as the focus, I hope to see the whole through a small part. The sixth part of this paper expounds that there is no absolute perfect and universal teaching design, and there are no absolute advantages and disadvantages between the different orientated teaching designs. Based on this, the author calls on the front-line teachers to serve the classroom, serve the students as the main purpose, integrate different orientations, inclusive, learn from each other, and put forward useful suggestions for the first-line teachers in order to achieve better teaching results. At the end of the paper, the limitations of this study are explained.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6
本文編號(hào)：2511312
文內(nèi)圖片：
圖片說明：圖５．９陽(yáng)光照射下球的霞子逡逑
[Abstract]:As we all know, reasonable teaching design is not only a powerful guarantee for efficient classroom teaching, but also helps to optimize the teaching process. Therefore, since the teaching design was put forward, it has been concerned by Chinese and foreign scholars. At present, teaching design based on various theoretical foundations emerges as the times require, which can be described as a hundred flowers blooming. However, just as there is a short dimension and a strong point, there is no absolutely perfect and universal teaching design in the world, and the teaching design of each orientation has a certain degree of deficiency at the same time. This paper will make a comparative study on the teaching design of three different orientations in middle school mathematics teaching, in order to get useful conclusions, and put forward some suggestions for improving the teaching design ability of front-line teachers, so that they can complete the teaching task better. In the first part of this paper, the process, research content, research methods and significance of the research are briefly described. The second part of this paper reviews the related research of teaching design. Firstly, this paper analyzes the different propositions of the concept of teaching design in history at different stages; secondly, summarizes the essence of mathematics teaching design; and expounds the recent research situation of mathematics teaching design from three aspects: mathematics teaching design mode, mathematics teaching design ability and mathematics teaching design orientation. The third part of this paper expounds the theoretical basis of the research problems from four aspects: the psychological characteristics of middle school students' mathematics learning, the constructivism learning view, the teaching concept of the new curriculum and the subject characteristics of mathematics, and then defines the concept of mathematics teaching design. By combing the literature on mathematics teaching design collected by China knowledge Network in recent ten years, this paper determines three common orientations in mathematics teaching design, namely, the logical orientation of mathematics knowledge generation, the psychological orientation of mathematics knowledge generation, and the integration of mathematics history into mathematics teaching orientation, and then establishes four comparative dimensions: mathematics teaching essence, mathematics teaching logic, mathematics teaching method visualization and mathematics teaching innovation. The fourth part of the article is the investigation and analysis of teaching design. Through statistics, this paper analyzes the results of the questionnaire and draws a conclusion in order to point out the direction for improving the teaching design. The fifth part of this paper is a comparative study of mathematical teaching design cases. Taking Ellipse and its Standard equation as an example, through the analysis of four comparative dimensions, the evaluation of front-line teachers, and the comprehensive analysis, this paper compares the teaching design based on three different orientations. With the specific case as the focus, I hope to see the whole through a small part. The sixth part of this paper expounds that there is no absolute perfect and universal teaching design, and there are no absolute advantages and disadvantages between the different orientated teaching designs. Based on this, the author calls on the front-line teachers to serve the classroom, serve the students as the main purpose, integrate different orientations, inclusive, learn from each other, and put forward useful suggestions for the first-line teachers in order to achieve better teaching results. At the end of the paper, the limitations of this study are explained.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6
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