高中數(shù)學(xué)“合作建構(gòu)”課堂教學(xué)模式的理論與實踐研究.pdf

1、江西師范大學(xué)碩士學(xué)位論文高中數(shù)學(xué)“合作建構(gòu)”課堂教學(xué)模式的理論與實踐研究姓名：羅誠申請學(xué)位級別：碩士專業(yè)：教育數(shù)學(xué)指導(dǎo)教師：戴佳珉20040901TheResearchofTheoryandPracticeontheCooperativeConstructivismClassroomTeachingofMathematicalinSeniorSchoolMajor:BasicMathematicsTutor:DalJiaminSpeci

2、alty:EducationofMathematicsAuthor:LuoChengAbstractSincemankindenteredthe21centuryknowledgehasbecomethemostimportantfactorofsocialdevelopment.Peoplessenseofideasthinkingqualityandlearningmethodsarechanginggradually.Theten

3、dencyofsocialdevelopmentrequiresthattheeducationofmathematicsshouldturnfromtraditionalmechanicalknowledgeteachingwhichtakesteacherstocenterandtakesteachingmaterialsascluestocapacitytrainingtowardsfuturewhichtakesstudents

4、tocenterandtakesproblemresolvingasdirectionandthenleadstudentstolearncognitionadvocatecooperationimproveandperfectpersonalityandlayafoundationfortheallrounddevelopmentofstudents.Anewreformofbasiceducationcourseisjustunfo

5、lding.Thetransformationoflearningmethodsisthemostimportantofall.Thepracticeofstudentslearningmethodsisgreatlydeterminedbythemodeofclassroomteaching.Thetransformationofclassroomteachingmodeistheconcreteexpression.Withtheg

6、radualenforcementofthenewcoursestandardsofhighschoolmathematicsandtheincreasinglydeepeningoftheexperimentofthenewteachingmaterialstheemergenceofamatchingclassroomteachingmodeiscalledfor.Tosomeextentthetruemeaningofclassr

7、oomteachingreformisonthereformoftraditionalteachingmodeandthesustainedpursuitofmodemteachingmode.Constructivismisafurtherdevelopmentofbehaviorismaftercognitivism.Itscoreisthatknowledgeisnotacceptedpassivelybutconstructed

8、activelybythesubjectofcognition.Thelearningnotionofconstructivismadequatelyaffirmsstudentssubjectstatusandvalidatestheimportanceoftheinitiativesocialitycircumstancityandsignificantconstructioninlearningcooperativelearnin

9、gisthebasicstrategyoftheclassroomteaching.Itsmaincharacterismultilateralinteraction.Ithelpsstudentsachievethelearningtargetbytrainingtheirconsciousnessandspiritofcooperationanddevelopstudentsmultiinteifgenceinthecourseof

10、cooperativelearning.Cooperativeconstructionclassroomteachingmodeaimsatabsorbingthequintessenceofthetwotheoriesintegratingthedominantrolesofthetwoandestablishinganopeninfiltrativeandactivelymultilateralinteractivelearning

11、method.Cooperativeconstructivismclassroomteachingmodeconstructsitscorethroughopenlinesproblemssolvingprincipallinesthinkingabilitytrainingandredlinescharacterdevelopment.Andthroughthepracticeofthreemodules:contextintrodu

12、ctionproblemsolvingandtargetestimationittakesgrouplearningcommunityasthemainactivityformandproducesamodemteachingmodeaswellasitsteachingprincipleandteachingpracticestrategywhichaimsatimprovingthefirmlysicknessesandlimita

13、tionsoftraditionalclassroomteaching.Andaftertheteachingpracticeofalmostayearaftertentativetestsanddemonstrationsldrewthefollowingconclusion:Itcanimprovestudentsmathematicslearningandincreasetheirscoresofstudiesoverlargea

14、reastocarqoutthecooperativeconstructivismclassroomteachingmodeinhighschoolmathematicsteachingitcanarousestudentslearninginterestsandmultiintelligencestrengthenstudentsabilitytodiscoverproblemsanalyzeandsolvethemandcanimp

15、rovestudentsconsciousnessofcooperationandcommunicativeabilityinmathematicslearningpromotetheimprovementandperfectionofstudentscharacter.Keywords:CoursereformConstructivismCooperativeconstructivismteachingmodeCooperativel