本文選題：生成性資源 + 開發(fā)利用生成性資源��； 參考：《閩南師范大學(xué)》2015年碩士論文

【摘要】：生成性資源與預(yù)設(shè)性資源是兩個(gè)相對(duì)概念,傳統(tǒng)數(shù)學(xué)課堂教學(xué)過(guò)程的特點(diǎn)是預(yù)先設(shè)定性、計(jì)劃性、規(guī)定性,而一個(gè)真實(shí)的課堂是師生間和教學(xué)環(huán)境能動(dòng)的動(dòng)態(tài)過(guò)程。從學(xué)生的角度來(lái)看,動(dòng)態(tài)生成相對(duì)于“接受”而言,注重學(xué)生本身的動(dòng)態(tài)轉(zhuǎn)化和生成;從教師角度來(lái)看,生成教學(xué)是充滿活力、促進(jìn)自身不斷發(fā)展的新課改教學(xué)模式,教師是課程資源的開發(fā)者和利用者。數(shù)學(xué)課程改革中提出課堂是動(dòng)態(tài)開放的而不是封閉不變的。數(shù)學(xué)課堂要在預(yù)設(shè)中生成,真實(shí)的課堂中存在豐富的生成性資源,將生成教學(xué)帶入數(shù)學(xué)教學(xué)中,促進(jìn)數(shù)學(xué)課程改革。本文通過(guò)問(wèn)卷調(diào)查和對(duì)具體的課堂教學(xué)情境的研究,探索開發(fā)和利用生成性資源的實(shí)施策略。從問(wèn)卷分析和優(yōu)秀的教學(xué)案例中,明確生成性資源具有互動(dòng)性、開放性、不可預(yù)見性等特點(diǎn)。同時(shí)本文將生成教學(xué)理論與數(shù)學(xué)課堂教學(xué)結(jié)合,探索教師開發(fā)利用生成性資源的策略,促進(jìn)教師、學(xué)生、數(shù)學(xué)課程的發(fā)展。
[Abstract]:Generative resources and preset resources are two relative concepts. The characteristics of traditional mathematics classroom teaching process are preset, planning and prescriptive, while a real classroom is a dynamic process between teachers and students and teaching environment. From the student's point of view, the dynamic generation is relative to the "acceptance", pays attention to the students' own dynamic transformation and generation, from the teacher's point of view, the generative teaching is a new teaching mode which is full of vitality and promotes its continuous development. Teachers are developers and users of curriculum resources. In the mathematics curriculum reform, it is proposed that the classroom is dynamic and open rather than closed and invariable. The mathematics classroom should be generated in the presupposition, and there are abundant generative resources in the real classroom, which will bring the generative teaching into the mathematics teaching and promote the reform of the mathematics curriculum. In this paper, the strategies of developing and utilizing generative resources are explored through questionnaire investigation and research on specific classroom teaching situations. From questionnaire analysis and excellent teaching cases, it is clear that generative resources are interactive, open and unpredictable. At the same time, this paper combines the generative teaching theory with the mathematics classroom teaching, explores the strategies of teachers' development and utilization of generative resources, and promotes the development of teachers, students and mathematics courses.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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本文編號(hào)：1888985