摘要
高中数学课堂的学生学习行为可分为倾听行为、言说行为、操作行为以及无效行为等四个方面,通过制定课堂观察表,记录、统计学生在课堂上的具体表现,数据分析表明学生在函数和立体几何课堂上的学习行为存在着明显的差异。不同的知识基础、能力要求、教学期望、课程结构是导致学习行为差异的可能原因。开拓教学资源、改进互动方式、应用信息技术、加强多元表征是改进高一立体几何教学的有效手段。
Students’learning behavior in the high school mathematics classroom can be divided into four aspects:listening behavior,speaking behavior,operating behavior and ineffective behavior.Through the establishment of classroom observation tables,records and statistics of students’specific performances in the classroom.Data analysis shows that there are obvious differences between students’learning behavior in the function and solid geometry classroom.Different knowledge bases,ability requirements,teaching expectations and curriculum structures may lead to different learning behaviors.Exploiting teaching resources,improving interaction mode,applying information technology and strengthening multiple representations are effective means to improve the teaching of solid geometry in Grade One of Senior High School.
作者
吴慧
朱福胜
WU Hui;ZHU Fusheng(School of Science,Jimei University,Fujian Xiamen 361021;Qiandong Middle School of Raoping County,Guangdong Chaozhou 515726,China)
出处
《教育参考》
2020年第6期90-96,共7页
Education Approach
基金
2018福建省中青年教师教育科研项目“基于问题探究的数学案例教学研究”(课题编号:JAS180218)的研究成果之一。
关键词
课堂观察
学习行为
函数
立体几何
Classroom Observation
Learning Behavior
Function
Solid Geometry
