高中数学班级教学与个性化教学互补的实践研究
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摘要
传统的班级教学过分注重教师的“教”和追求教学目标的高度一致,却忽视了教育对象的存在,没有真正尊重学生的主体地位,扼杀了学生的个性,压抑了学生的创新意识和创新精神.目前在学校教学过程中,我们依然普遍沿用着这种传统的教学方式,这是不符合素质教育要求的,素质教育倡导的是个性化教学.于是笔者提出将传统的班级教学与个性化教学结合起来,采取互补的办法进行教学,期望把学生培养成为具有个性、创造性和广泛适应性的一代新人.
本文首先界定人的个性,解读个性化教学,并系统回顾了国内外个性化教学发展的历史和最新进展;说明了学校教育中进行个性化教学的必要性及数学个性化教学的意义,总结了个性化教学在数学学科中的研究进展.其中概括了个性化教学理论体系的基本思想:以学生的发展需要为中心,以学生的个性差异为基础,以学生的个性发展为目标.明确了个性化教学理论的基本目标:学会认知、学会生存、学会关心、学会生活.
接着探讨了个性化教学的理论基础,包括认知风格、多元智能理论、掌握学习原理、系统的自组织原理、建构主义理论等.在这些理论的支撑下,提出关于高中数学班级教学与个性化教学互补的研究构想,详细讨论了个性化教学中对学生的分层和对教师的要求,以及个性化教学的目的方法,实施原则和优化策略,常用模式和具体措施.最后在教学实践中做了实验并进行了教学效果分析.
虽然个性化教学理论已经逐渐成熟,但在实践上方兴未艾,同时也受到其他方面的限制.对正确处理个性化教学理论与客观存在的应试教育的关系、正确处理个性化教学理论条件要求与教育资源短缺的关系、正确处理个性化教学内容要求与基础教育教学内容要求的关系提出了意见和建议,明确了个性化教学应实现学生的社会化与个性化的有机统一.
The traditional school education paid attention to the "teaching" excessively and the unanimous target of teaching. Yet the existence of the students is neglected, the leading role of the students is not respected, the individual character of the students is strangled and the willingness and spirit of bringing new ideas is constrained. Nevertheless this kind of teaching method is still used widely in our school education nowadays. This teaching method doesn't accord with the demands of the Quality Education ,which proposes the individualized teaching. Then the author combined the traditional Class Teaching. With the individualized teaching and uses the mutually complementary method to train the students into a new generation with personality, creativity and widely adaptability.
First, the thesis defined the individualism of humanbeings deconstructs individualized qewteacting. It also discusses the history and development of individualized teaching theory, identifies that the theory is thoughtful and has been applied in practice. The thesis illustrates the necessity of applying the individualized teaching in school education and the meaning of the individualized teaching in mathematics. It summarizes the development of studying individualized teaching in mathematics. The basic idea in individualized teaching theory was summarized as following: teaching should centers on the demands development of students’individuality, based on students’individuality and promote it. Individualized teaching purpose was made clear by the author. It is learning about cognition, learning to survive, learning to concern, learning to live.
Next it invests the basic theory of individualized theory, which includes, Cognitive Style, Multi Intelligences theory, Mastery learning theory, Systematic Self-organization theory and Constructivism theory, and so on. Supported by all of these theories, the author proposes the mutually complementary idea—Combining the Class Teaching with the Individualized Teaching on mathematics of the Senior middle school; discusses the requirements for the classifying of students and for the teachers, the aims and methods of individualizes teaching, the principles of carrying out it, strategies of optimization, models most in use and specific measures. Finally, the author has done experiments in the teaching practice and analyzed teaching exfects.
In a word, although the theory of individualized teaching has gradually become mature, yet in practice, it is imperfect. At the sametime, it is limited by other factors. Moreover, this thesis proposes suggestions and ideas on how to deal with the relationship between individualized teaching theory and the present educational system, the relationship between the needs of condition of individualized teaching theory and the lack of current education resources and the relationship of the content of individualized teaching and that of the basic education. At last, the paper manifests that individualized teaching should be combined with students’socialization and individualization.
本文首先界定人的个性,解读个性化教学,并系统回顾了国内外个性化教学发展的历史和最新进展;说明了学校教育中进行个性化教学的必要性及数学个性化教学的意义,总结了个性化教学在数学学科中的研究进展.其中概括了个性化教学理论体系的基本思想:以学生的发展需要为中心,以学生的个性差异为基础,以学生的个性发展为目标.明确了个性化教学理论的基本目标:学会认知、学会生存、学会关心、学会生活.
接着探讨了个性化教学的理论基础,包括认知风格、多元智能理论、掌握学习原理、系统的自组织原理、建构主义理论等.在这些理论的支撑下,提出关于高中数学班级教学与个性化教学互补的研究构想,详细讨论了个性化教学中对学生的分层和对教师的要求,以及个性化教学的目的方法,实施原则和优化策略,常用模式和具体措施.最后在教学实践中做了实验并进行了教学效果分析.
虽然个性化教学理论已经逐渐成熟,但在实践上方兴未艾,同时也受到其他方面的限制.对正确处理个性化教学理论与客观存在的应试教育的关系、正确处理个性化教学理论条件要求与教育资源短缺的关系、正确处理个性化教学内容要求与基础教育教学内容要求的关系提出了意见和建议,明确了个性化教学应实现学生的社会化与个性化的有机统一.
The traditional school education paid attention to the "teaching" excessively and the unanimous target of teaching. Yet the existence of the students is neglected, the leading role of the students is not respected, the individual character of the students is strangled and the willingness and spirit of bringing new ideas is constrained. Nevertheless this kind of teaching method is still used widely in our school education nowadays. This teaching method doesn't accord with the demands of the Quality Education ,which proposes the individualized teaching. Then the author combined the traditional Class Teaching. With the individualized teaching and uses the mutually complementary method to train the students into a new generation with personality, creativity and widely adaptability.
First, the thesis defined the individualism of humanbeings deconstructs individualized qewteacting. It also discusses the history and development of individualized teaching theory, identifies that the theory is thoughtful and has been applied in practice. The thesis illustrates the necessity of applying the individualized teaching in school education and the meaning of the individualized teaching in mathematics. It summarizes the development of studying individualized teaching in mathematics. The basic idea in individualized teaching theory was summarized as following: teaching should centers on the demands development of students’individuality, based on students’individuality and promote it. Individualized teaching purpose was made clear by the author. It is learning about cognition, learning to survive, learning to concern, learning to live.
Next it invests the basic theory of individualized theory, which includes, Cognitive Style, Multi Intelligences theory, Mastery learning theory, Systematic Self-organization theory and Constructivism theory, and so on. Supported by all of these theories, the author proposes the mutually complementary idea—Combining the Class Teaching with the Individualized Teaching on mathematics of the Senior middle school; discusses the requirements for the classifying of students and for the teachers, the aims and methods of individualizes teaching, the principles of carrying out it, strategies of optimization, models most in use and specific measures. Finally, the author has done experiments in the teaching practice and analyzed teaching exfects.
In a word, although the theory of individualized teaching has gradually become mature, yet in practice, it is imperfect. At the sametime, it is limited by other factors. Moreover, this thesis proposes suggestions and ideas on how to deal with the relationship between individualized teaching theory and the present educational system, the relationship between the needs of condition of individualized teaching theory and the lack of current education resources and the relationship of the content of individualized teaching and that of the basic education. At last, the paper manifests that individualized teaching should be combined with students’socialization and individualization.
引文
[1] 联合国教科文组织国际教育发展委员会.学会生存.华东师范大学比较教育研究所译[M].北京:教育科学出版社,1996 .36.
[2] 布卢姆.教育评价[M].邱渊等译.上海:华东师范大学出版社,1987 .48.
[3] 顾明远.教育学大辞典[M].上海:上海教育出版社,1990 .56.
[4] 燕国材.教育心里十题[M].北京:中国建材工业出版社,2001 .63.
[5] 邓志伟.个性化教学论[M].上海:上海教育出版社 2002 .53.
[6] 国际教育百科全书.第五卷[M].贵阳:贵州教育出版社,1990 .75.
[7] 李洪玉、何一粟.学习动力[M].武汉:湖北教育出版社,1999 .85.
[8] [美]G·波利亚.怎样解题[M].北京:科学出版社,1982 .96.
[9] 杨卫星等.不同认知风格学生的问题共性意识水平对解题迁移的影响. 心理发展与教育[J].2000 ,2 .17.
[10] 张厚粲等.关于认知方式的实验研究——场依存性特征对学习和图形的影 响[J].心理学报.1981 ,3 .299-304.
[11] 喻平.数学教育心理学[M].南宁:广西教育出版,2004 .127.
[12] 哈肯.信息与自组织[M].成都:四川教育出版社,1988 .29.
[13] 王书臣等.新课程教学设计——数学[M].沈阳:宁师范大学出版社,2002.
[14] 国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组.成长纪录袋的基本原理与应用[M].西安:陕西师范大学出版社,2002.
[15] 孙伟齐.作业点评与学生潜能的开发[J].中学数学.2003,(4).
[16] 耿玉明.建构适应素质教育的数学课堂教学模式[J].中学数学.2003,(4).
[17] 孙小明.“高中数学学案导学法”课堂教学模式的构建与实践[J].数学通讯.2001,(17).
[18] 魏志平.“‘协作式’教学模式简介”[J].数学通讯.2001,(13).
[19] 程文.“分层递进教学的理论与实践研究”[J].数学通报.2001,(7).
[20] 钟启泉,邓志伟.个性化教学[M].上海:上海教育出版社, 2002.
[21] 史爱荣,孙宏碧.教育个性化和教学策略[M]. 济南:山东教育出版社, 2001.
[22] 刘文霞.个性教育论[M].呼和浩特:内蒙古大学出版社,1997.
[23] 钟志贤.深呼吸:素质教育进行时[M].北京:教育科学出版社,2003.
[24] 吕世虎,肖鸿民.基础教育课程与教学研究[M].北京:中国人事出版社,2002.
[25] 张铁通.21 世纪教师的专业标准[J].教育科学研究.2003,(4).
[26] 张春玲.对布卢姆掌握学习理论的再认识[J].洛阳师范学院学报.2001,(1).
[27] 张秀芳.布卢姆的教学理论对我国教学理论的影响[J].教书育人.2005,(11).
[28] 教育部基础教育司.走进新课程——与课程实施者对话[M].北京:北京师范大学出版社,2002.
[29] 陆书环,傅海伦.数学教学论[M].北京:科学出版社.2004.
[30] 郑毓信.思想方法论[M].南宁:广西教育出版社,1996.
[31] 李淑彬.高中数学个性化教学策略初探[DB/OL].http://www.cnki.net.
[32] 沈正维,王军.关于自组织原理若干问题的讨论[J].系统科学学报.2006,(1).
[33] 金烈强.网络环境下的数学教学设计[J].渭南师范学院学报.2005,(20).
[34] 潘巧明.现代教育技术下的中学数学课堂模式探索[J].丽水师范专科学校学报.2001,(2).
[35] 杨南昌.基于多元智能(MI)的个性化学习研究[DB/OL] http://www.cnki.net.
[36] 汤敬鹏.个性化教学在中学数学课堂教学中的应用与实践研究[DB/OL].http://www.cnki.net.
[37] 潭顶良.学习风格论[M].南京:江苏教育出版社,1995.
[38] 课程标准研制组.数学课程标准解读[S].北京:北京师范大学出版社,2002.
[39] 曹才翰,张建跃.数学教育心理学[M].北京:北京师范大学出版社,1999.
[40] 杨世明等.MM 教育方式理论与实践[M].香港:香港新闻出版社,2002.
[41] 张小霞.数学个性化教学实施初探[J].广西教育学院学报,2005,(4).
[42] 杨小微.教育研究方法[M].北京:北京人民教育出版社,2005.
[43] 张大均.教育心理学[M].北京:人民教育出版社,2004.
[44] 薛彦华,张爱华.教育学[M].石家庄:河北科学技术出版社,2004.
[45] 奚定华.数学教学设计[M].上海:华东师范大学出版社,2001.
[2] 布卢姆.教育评价[M].邱渊等译.上海:华东师范大学出版社,1987 .48.
[3] 顾明远.教育学大辞典[M].上海:上海教育出版社,1990 .56.
[4] 燕国材.教育心里十题[M].北京:中国建材工业出版社,2001 .63.
[5] 邓志伟.个性化教学论[M].上海:上海教育出版社 2002 .53.
[6] 国际教育百科全书.第五卷[M].贵阳:贵州教育出版社,1990 .75.
[7] 李洪玉、何一粟.学习动力[M].武汉:湖北教育出版社,1999 .85.
[8] [美]G·波利亚.怎样解题[M].北京:科学出版社,1982 .96.
[9] 杨卫星等.不同认知风格学生的问题共性意识水平对解题迁移的影响. 心理发展与教育[J].2000 ,2 .17.
[10] 张厚粲等.关于认知方式的实验研究——场依存性特征对学习和图形的影 响[J].心理学报.1981 ,3 .299-304.
[11] 喻平.数学教育心理学[M].南宁:广西教育出版,2004 .127.
[12] 哈肯.信息与自组织[M].成都:四川教育出版社,1988 .29.
[13] 王书臣等.新课程教学设计——数学[M].沈阳:宁师范大学出版社,2002.
[14] 国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组.成长纪录袋的基本原理与应用[M].西安:陕西师范大学出版社,2002.
[15] 孙伟齐.作业点评与学生潜能的开发[J].中学数学.2003,(4).
[16] 耿玉明.建构适应素质教育的数学课堂教学模式[J].中学数学.2003,(4).
[17] 孙小明.“高中数学学案导学法”课堂教学模式的构建与实践[J].数学通讯.2001,(17).
[18] 魏志平.“‘协作式’教学模式简介”[J].数学通讯.2001,(13).
[19] 程文.“分层递进教学的理论与实践研究”[J].数学通报.2001,(7).
[20] 钟启泉,邓志伟.个性化教学[M].上海:上海教育出版社, 2002.
[21] 史爱荣,孙宏碧.教育个性化和教学策略[M]. 济南:山东教育出版社, 2001.
[22] 刘文霞.个性教育论[M].呼和浩特:内蒙古大学出版社,1997.
[23] 钟志贤.深呼吸:素质教育进行时[M].北京:教育科学出版社,2003.
[24] 吕世虎,肖鸿民.基础教育课程与教学研究[M].北京:中国人事出版社,2002.
[25] 张铁通.21 世纪教师的专业标准[J].教育科学研究.2003,(4).
[26] 张春玲.对布卢姆掌握学习理论的再认识[J].洛阳师范学院学报.2001,(1).
[27] 张秀芳.布卢姆的教学理论对我国教学理论的影响[J].教书育人.2005,(11).
[28] 教育部基础教育司.走进新课程——与课程实施者对话[M].北京:北京师范大学出版社,2002.
[29] 陆书环,傅海伦.数学教学论[M].北京:科学出版社.2004.
[30] 郑毓信.思想方法论[M].南宁:广西教育出版社,1996.
[31] 李淑彬.高中数学个性化教学策略初探[DB/OL].http://www.cnki.net.
[32] 沈正维,王军.关于自组织原理若干问题的讨论[J].系统科学学报.2006,(1).
[33] 金烈强.网络环境下的数学教学设计[J].渭南师范学院学报.2005,(20).
[34] 潘巧明.现代教育技术下的中学数学课堂模式探索[J].丽水师范专科学校学报.2001,(2).
[35] 杨南昌.基于多元智能(MI)的个性化学习研究[DB/OL] http://www.cnki.net.
[36] 汤敬鹏.个性化教学在中学数学课堂教学中的应用与实践研究[DB/OL].http://www.cnki.net.
[37] 潭顶良.学习风格论[M].南京:江苏教育出版社,1995.
[38] 课程标准研制组.数学课程标准解读[S].北京:北京师范大学出版社,2002.
[39] 曹才翰,张建跃.数学教育心理学[M].北京:北京师范大学出版社,1999.
[40] 杨世明等.MM 教育方式理论与实践[M].香港:香港新闻出版社,2002.
[41] 张小霞.数学个性化教学实施初探[J].广西教育学院学报,2005,(4).
[42] 杨小微.教育研究方法[M].北京:北京人民教育出版社,2005.
[43] 张大均.教育心理学[M].北京:人民教育出版社,2004.
[44] 薛彦华,张爱华.教育学[M].石家庄:河北科学技术出版社,2004.
[45] 奚定华.数学教学设计[M].上海:华东师范大学出版社,2001.