基于SCL理念的“六何”数学教学设计研究
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摘要
教学设计是教师进行课堂教学的手段和工具。国家课程改革提出"以学生为主体,以教师为主导"的教育方针,如何确保课堂教学以学生为中心,又不忽视教师的主导地位呢?鉴于此,基于SCL理念,以"六何"认知链为策略,构建"情境导入、动手操作、验证猜想、归纳新知、运用新知、分享收获"为环节的数学教学设计,各环节自然连贯、层层递进。并以《等腰三角形性质》为例,对数学教学设计进行研究,实现举一反三的教学效果。
Instructional design is a means and tool for teachers to conduct classroom teaching. The national curriculum reform puts forward the education policy of "student-centered and teacher-led". How to ensure that the classroom teaching is studentcentered without neglecting the teacher's dominant position? In view of this, based on the concept of SCL, with the "Six-Question" cognitive chain as the strategy, the mathematical teaching design of "situation introduction, hands-on operation, verification of conjecture, induction of new knowledge, application of new knowledge, sharing of harvest" was constructed, and the links were naturally coherent and progressive. Taking the properties of isosceles triangle as an example, this paper studies the design of mathematics teaching and achieves the teaching effect of drawing inferences.
Instructional design is a means and tool for teachers to conduct classroom teaching. The national curriculum reform puts forward the education policy of "student-centered and teacher-led". How to ensure that the classroom teaching is studentcentered without neglecting the teacher's dominant position? In view of this, based on the concept of SCL, with the "Six-Question" cognitive chain as the strategy, the mathematical teaching design of "situation introduction, hands-on operation, verification of conjecture, induction of new knowledge, application of new knowledge, sharing of harvest" was constructed, and the links were naturally coherent and progressive. Taking the properties of isosceles triangle as an example, this paper studies the design of mathematics teaching and achieves the teaching effect of drawing inferences.
引文
[1]李小兵.罗杰斯人本主义教育思想及其对我国教育改革的启示[J].湖南科技大学学报(社会科学版),2014.17(04):164-167.
[2]黄小云,周莹.“六何”认知链设计教学过程——以《三角形的外角》为例[A].全国数学教育研究会.全国数学教育研究会2012年国际学术年会论文集[C].全国数学教育研究会:中国高教学会高等师范教育研究会数学教育会,2012:8.
[3]李彩红,李祎.基于三种学习理论整合的数学概念教学设计[J].数学通报,2014.53(05):19-23.
[2]黄小云,周莹.“六何”认知链设计教学过程——以《三角形的外角》为例[A].全国数学教育研究会.全国数学教育研究会2012年国际学术年会论文集[C].全国数学教育研究会:中国高教学会高等师范教育研究会数学教育会,2012:8.
[3]李彩红,李祎.基于三种学习理论整合的数学概念教学设计[J].数学通报,2014.53(05):19-23.