發(fā)布時間：2019-07-09 18:17

【摘要】：從21世紀初中國開始新一輪基礎教育課程改革以來,數(shù)學教學情境在數(shù)學教學中的價值得到了教育政策制定者、數(shù)學教育研究者和數(shù)學教學工作者的普遍認可和積極實踐�？茖W合理地創(chuàng)設和使用數(shù)學教育情境,發(fā)揮數(shù)學教學情境的應有作用,實現(xiàn)數(shù)學教學情境可以達成的教學目的,成為當前數(shù)學教學情境研究中應該關注的研究課題。當今普及的國際互聯(lián)網(wǎng)絡和便利的國際交流平臺,為教育教學的國際比較研究提供了良好的契機。審視已有的與數(shù)學教學情境相關的學術研究,很大部分仍然屬于理論思辨和經驗探討,擁有國際視野的比較研究并不多見。為了能夠對我國今后中小學數(shù)學課程標準的修訂和完善,以及中小學數(shù)學課堂教學中創(chuàng)設數(shù)學教學情境的深化改革提出有效建議,本研究提出了以下兩個主要的研究問題:1.在國際視野下,中國、美國和澳大利亞三個國家的中小學數(shù)學課程標準文件中關于創(chuàng)設數(shù)學教學情境的目的和要求是什么?相同點和差異是什么?對我國今后中小學數(shù)學課程標準的修訂和完善有何建設性的啟示?2.在國際視野下,中國、美國和澳大利亞三個國家的中小學數(shù)學課堂教學實踐中創(chuàng)設數(shù)學教學情境有哪些主要特征?學生和教師對于創(chuàng)設數(shù)學教學情境的看法是什么?它們具有哪些相同點和差異?對我國今后中小學數(shù)學課堂教學中創(chuàng)設數(shù)學教學情境的深化改革有何建設性的啟示?針對第一個研究問題,本研究對中國、美國和澳大利亞三個國家的四本中小學數(shù)學課程標準文件中關于創(chuàng)設數(shù)學教學情境的語句進行內容分析和比較研究,得出的主要結論是:創(chuàng)設數(shù)學教學情境是國際主要國家課程標準文件的共同要求,我國的中小學數(shù)學課程標準應該繼續(xù)鼓勵創(chuàng)設數(shù)學教學情境,改變對數(shù)學教學情境功用的局限性認識,借鑒美國和澳大利亞中小學數(shù)學課程標準中體現(xiàn)發(fā)揮創(chuàng)設數(shù)學教學情境更多功用的要求。引導教師創(chuàng)設更多真實存在的現(xiàn)實世界情境,促進學生發(fā)展數(shù)學理解和培養(yǎng)與情境有關的關鍵能力,鼓勵教師積極開展包含真實情境的數(shù)學實踐活動。針對第二個研究問題,本研究對中國、美國和澳大利亞三個國家的LPS資源數(shù)據(jù)中的錄像數(shù)據(jù)以及學生和教師訪談資料進行內容分析和比較研究,得出的主要結論是:三個國家的中學數(shù)學課堂教學中都存在創(chuàng)設數(shù)學教學情境的事實,但是創(chuàng)設數(shù)學教學情境的做法和風格卻有很大不同。對于中國的數(shù)學課堂而言,應該繼續(xù)堅持以情境作為教學鋪墊引入新知的的經驗做法;保持在創(chuàng)設數(shù)學教學情境時注重效率的優(yōu)點,僅僅圍繞教學目標高效的使用數(shù)學教學情境。學習美國和澳大利亞中學數(shù)學教師創(chuàng)設更多和學生當下或者未來緊密相關的真實情境,將數(shù)學教學情境與各種數(shù)學教學活動恰當融合在一起,充分發(fā)揮數(shù)學教學情境在促進學生的數(shù)學理解和培養(yǎng)學生關鍵能力方面的真正功用。
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[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.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G633.6

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