22759.基于變構(gòu)學(xué)習(xí)模型的小學(xué)數(shù)學(xué)“用字母表示數(shù)”教學(xué)設(shè)計(jì)研究

1、’‘j7【IlllIIIIIIIIIIIIII!1分類號(hào)一Y3273762jUDC冀‘學(xué)密級(jí)埸1大譬YANGZHOUUNIVERSITY。碩士學(xué)位論文(全日制專業(yè)學(xué)位)基于變構(gòu)學(xué)習(xí)模型的小學(xué)數(shù)學(xué)“用字母表示數(shù)“教學(xué)設(shè)計(jì)研究指導(dǎo)教師姓名：盆建里到塑撞；揚(yáng)劌盤堂：婆菱i型虬22QQ皇整睦羞主堂高級(jí)熬!至，揚(yáng)劌壹塾崮主鱟：婆菱揚(yáng)劌：22三QQ窆申請(qǐng)學(xué)位級(jí)別：論文提交日期：學(xué)位授予單位：亟學(xué)科專業(yè)名稱：：』：堂塾直2Q]Z生魚(yú)月2Q旦論文答辯日

2、期：2Q!Z生墨旦至壘旦揚(yáng)一劌態(tài)堂學(xué)位授予日期：墊]Z生魚(yú)月2Q旦答辯委員會(huì)主席：奎睦達(dá)塾撞2017年6月?lián)P州大學(xué)碩士學(xué)位論文AbstractCompulsoryEducationMathematicsCourseStandard(Year2011Version)clearlyputsforwardthatstudents’symbolawarenessshouldbeemphasizedtodevelopandlaysstresson

3、students’mentaldispositionofunderstandingandutilizingsymbolswillinglyConventionalMathclassneglectscultivatingstudents’MathqualityAllostericlearningmodelemphasizesthatteachersteachthemselvestorebuildtheirconceptualsystems

4、bymanipulatingtheteachingenvironmentratherthandirectlyinterferingwiththelearner’Sconceptualsystemchangesthemechanictrainingsituationoftraditionallearningbyroteandhelpsstudentshaveabreakthroughinunderstanding，thussmoothly

5、transitingfromarithmeticthinkingtoalgebrathinkingApplyingallostericlearningmodelinteachingdesignof‘‘UseLettertoSymbolizeNumber’’andwritingteachingdesignwithcase—basedOilthebasisofknowingaboutstudentsfavoursimprovingteach

6、ingefficiencyandoptimizingteachingeffectThestudy’StheoreticfoundationisbasedonallostericlearningmodelContentinprimaryMathematicsUnit8ofGrade5，thesecondsemesterJiangsuEducationversion，“UseLettertoSymbolizeNumber”ischosenf

7、orteachingdesignSpecifictoHprimaryschoolfifthgradetwoclassesof107studentstoinvestigateOnthebasisofunderstandingthestartingpointandtheobstacleof”UseLettertoSymbolizeNumber”，combinedwiththecharacteristicsofprimaryschoolmat

8、hematics，fromthelearner’Sknowledgestartingpoint，teachingcontent，teachinggoal，teachingprocess，teachingevaluationoffiveaspectsof”UseLettertoSymbolizeNumber”forteachingdesignInviewoftheproblemofelementaryschoolstudents’arit

9、hmeticthinking，itisdifficulttounderstandthealgebraicthinkingmodeTeachinggoalsfromthreeaspects：knowledgeandskill，processandmethod，sentimentalvalueandattitudeviewaredesignedandcultivationofstudents’awarenessofsymbolsarelai

10、demphasisonCombinedwiththedesigndimensionofallostericlearningmodel，doprocessdesigntowards4steps：creatingcircumstanceandgeneratingneeds，inspiringthinkingandunderstandingnewknowledge，inferringthewholefromasingleinstance，st

11、rengtheningunderstanding，usingknowledgeflexiblyinthethreeclasshoursoftheunitAtthesametimefr01TltheteachingprocessandteachingeffectivenessofthetwodimensionsofevaluationdesignThroughtheimplementationoftheteachingdesign，the

12、studentsexperiencedthecompleteprocessoftheabstractletters，realizedthesuperiorityofthealphabetrepresentation，broketheinertiathinking，hadthealgebraicthinkingconsciousness，masteredthesimpleformulaoftheletterformula，Withalet