24195.活動(dòng)理論下小學(xué)數(shù)學(xué)課堂教學(xué)活動(dòng)設(shè)計(jì)研究

1、學(xué)校代碼：10270分類號：G6232師范大誓碩士專業(yè)學(xué)位論文活動(dòng)理論下小學(xué)數(shù)學(xué)課堂教學(xué)活動(dòng)設(shè)計(jì)研究學(xué)院：熬直掌院專業(yè)學(xué)位類別：麴窟亟專業(yè)領(lǐng)域：!j!堂塑蜜研究生姓名：塞!J唑指導(dǎo)教師：劉蘭墓副熬授完成日期：2Q】Z壘日2目●略㈣9上7㈣“㈣筋㈣鶘AbstractShanghaiNormalUniversityMasterofPhilosophyAbstractAsweallknowtheprocessoflearningknowled

2、geisnotthesimpletransferprocessfromoutsidetoinside，buttheprocessoflearnersgainingexperiencethroughactivitiesandconstructingthemodelsvoluntarilyDeweyhasadvocatedactivitiesarethemandatorypartforstudentstolearnAsstatedinthe

3、CompulsoryEducationMathematicsCurriculumStandards(2011edition)，throughthecompulsoryeducationofmathematicslearning，studentscanacquirenecessarybasicknowledge，basicskills，basicideas，basicactivitiesexperienceofadaptingtosoci

4、allifeandfurtherdevelopingmathematicstechniqueHowever，theprocessoflearningbasicknowledgeandtheactionofbasicideasandactivitiesexperiencecanbeachievedintheclassroomteachingprocessTherefore，howtodesignhighqualityandefficien

5、tmathematicsclassroomteachingactivitieswhichcanpromotestudents’mathematicalthinkingisthemaintaskofprimaryschoolmathematicsteachersandthekeytoteachingqualityandteachingeffectivenessForeignscholarsJonathananddomesticschola

6、rssuchasKaichengYoungadvocatedtheanalyzingthedesignprocessbyusingactivitytheory，whichisanewperspectiveofanalysisIntheviewofactivitytheorymoreattentionispaidtothestudents’participationintheclassroomteachingprocess，thenatu

7、reofthetoolstheyUSeintheactivities，thesocialrelationsamongthestudents，theobjectsintheactivities，ratherthanjustthestateofknowledgeInthisstudy，theactiVitytheoryisusedasthetheoreticalbasisforthedesignofmathematicsclassroomt

8、eachinginprimaryschools，combiningwiththeresearchmethodsofliteratureresearch，classroomobservation，caseanalysisandteachingpracticeandotherresearchmethodstofocusonthecharacteristics，theprinciples，thebasicprocessesandthestra

9、tegiesoftheteachingdesigninprimaryschoolmathematicsclassAndthenusingtheabovefindingstostudyacase，whichisaoftenlessonofmathematician”line，raystraightline”Throughtheanalysis，wefoundtheshortcomingsofthecaseandimprovethemtot

10、estthemainconclusionsofthisstudyinadeeperlevel，andihopetoprovideareferenceexampleforthedesignofprimarymathematicsclassroomteachingTheresearchresultsshowthatthedesignofprimaryschoolmathematicsclassroomteachingactivitiesun