电子书包赋能的精准教学模式有效性研究——以初中数学复习课为例
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摘要
电子书包赋能的精准教学成为学术界和教育界共同关注的教学模式,但是其实施模式及其有效性有待实证验证。该研究构建电子书包赋能的精准教学模式,将精准教学由"三个"精准拓展为"七个"精准,包括精准目标、精准分组、精准理解、精准研学、精准评估、精准反思和精准拓展,并采用准实验研究法在初中数学复习课中开展教学实验。实验结果表明,该模式能激发学习主动性和自主性,培养正向的数学学业情绪,促进学生认知领域的深度学习,显著提高学生数学学习成绩,增加班级"学优生"比例,降低班级"学困生"比例。研究还发现,电子书包赋能的精准教学有效实施的五个必要条件和三种有效策略。
The precise teaching empowered by e-Schoolbag has become a common concern of academic and educational fields,however, the model of implementation and effectiveness need to be verified by empirical research. This research constructs the model of precise teaching empowered e-Schoolbag. It expands the number of segments in the precise teaching from "three" to "seven",including precise goal, precise grouping, precise understanding, precise research, precise evaluation, precise reflection and precise expansion. Then, it adopts the Quasi-experimental study method in junior middle school. Teaching experiment is carried out in the review lessons of factorization. The result of the study shows that the model can stimulate learning initiative and autonomy, cultivate positive math academic mood, promote subjects' deeper learning in the cognitive field, significantly improve mathematics learning performance of subjects, increase the percentage of "excellent students" in the class, reduce the percentage of "poor students" in the class. The study also finds that there are five necessary conditions and three effective strategies for the effective implementation of the precise teaching empowered e-Schoolbag.
The precise teaching empowered by e-Schoolbag has become a common concern of academic and educational fields,however, the model of implementation and effectiveness need to be verified by empirical research. This research constructs the model of precise teaching empowered e-Schoolbag. It expands the number of segments in the precise teaching from "three" to "seven",including precise goal, precise grouping, precise understanding, precise research, precise evaluation, precise reflection and precise expansion. Then, it adopts the Quasi-experimental study method in junior middle school. Teaching experiment is carried out in the review lessons of factorization. The result of the study shows that the model can stimulate learning initiative and autonomy, cultivate positive math academic mood, promote subjects' deeper learning in the cognitive field, significantly improve mathematics learning performance of subjects, increase the percentage of "excellent students" in the class, reduce the percentage of "poor students" in the class. The study also finds that there are five necessary conditions and three effective strategies for the effective implementation of the precise teaching empowered e-Schoolbag.
引文
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[2][6]祝智庭,彭红超.信息技术支持的高效知识教学:激发精准教学的活力[J].中国电化教育,2016,(1):18-25.
[3]Gallagher,E.Improving a mathematical key skill using precision teaching[J].Irish Educational Studies,2006,25(3):303-319.
[4]Str?mgren,B.,Berg-Mortensen,C.,Tangen,L.The use of precision teaching to teach basic math facts[J].European Journal of Behavior Analysis,2014,15(2):225-240.
[5]Weisenburgh-Snyder A B,Malmquist S K,Robbins J K,et al.A Model of MTSS:Integrating Precision Teaching of Mathematics and a MultiLevel Assessment System in a Generative Classroom[J].When they learn to read,they gain the world,2015,13(1):21-41.
[7]管珏琪,苏小兵等.电子书包环境下小学数学复习课教学模式的设计[J].中国电化教育,2015,(3):103-109.
[8]罗莹,谢晓雨等.初中物理精准教学课堂的构建及实践[J].中国电化教育,2019,(1):48-53.
[9]彭红超,祝智庭.以测辅学:智慧教育境域中精准教学的核心机制[J].电化教育研究,2017,(3):94-103.
[10]郑林,刘微娜等.“智慧学伴”促进初中历史精准教学的探索[J].中国电化教育,2019,(1):65-69.
[11]于倩,刘金兰等.大学生学习动机对学习参与及学业成就的影响研究[J].大连理工大学学报(社会科学版),2018,(7):100-106.
[12]李端.美国留学生学习动机、归因倾向与自主学习能力相关关系研究[D].上海:华东师范大学,2016.
[13]卢赟驰.高中生学习成绩、学业情绪与成就动机的关系[D].临汾:山西师范大学,2015.
[14]祝智庭,彭红超.深度学习:智慧教育的核心支柱[J].中国教育学刊,2017,(5):36-45.
[15]王红霞.影响初中生学业成绩差异的机制研究--回归分析模型的探讨[D].长春:东北师范大学,2011.
[16]王秋芳,王鹏.初中生学习成绩硬性因素及性别差异研究[J].贵州师范大学学报(自然科学版),2006,24(4):51-54.
[17]刘蓉.城镇初中数学学困生的成因分析与对策研究[D].武汉:华中师范大学,2015.
[18]郑林,刘微娜.“智慧学伴”促进初中历史精准教学的探索[J].中国电化教育,2019,(1),65-69.
[19]David Perkins.Teaching for understanding[J].The Professional Journal of the American Federation of Teachers,1993,17(8):28-35.
[20]赵明.初中生数学理解性学习研究[D].西安:陕西师范大学,2016.
[21]王觅,祝智庭等.基于ARCS的教学微视频“心动”设计模型构建[J].中国教育信息化,2015,(19):19-25.