用本原性数学问题驱动课堂教学——一项改进教师数学教学的行动研究  

Classroom Teaching Driven by Primitive Mathematics Ideas——An Action Research for Improving Mathematics Classroom Teaching

作　　者：杨玉东[1] 李士锜[2] 

机构地区：[1]上海市教育科学研究院,上海200032 [2]华东师范大学数学系,上海200062

出　　处：《数学教育学报》2005年第2期59-63,共5页Journal of Mathematics Education

基　　金：上海市2004年度教育科学研究项目(B0427)

摘　　要：这是一项在“本原性数学问题驱动课堂教学”理念指导下的行动研究,旨在从数学教师改进自身课堂教学的动态过程,来理解职初和经验教师实施课堂教学的差异、改变和共同之处.研究的对象是小学数学“带余数除法”的三轮课堂教学,采用匹兹堡大学“QUASAR课题”研究成果中的“数学任务框架”、“任务分析指南”、“保持和降低高认知要求任务的因素”等作为分析工具,进行横向和纵向比较,得到具体的有意义的结论.This was an action research based on the idea of Classroom Teaching Driven by Primitive Mathematics Ideas, conducted for understanding the changes, differences and similarities between novice and experienced teachers from their improving process in the classroom teaching. The study objects were three rounds of teaching of Division with Remainder, and the findings were presented in both dimensions of transverse and longitudinal comparison. The instruments for data analysis were The Mathematics Tasks Framework, Guide for Tasks Analysis and Factors Associated with Maintenance and Decline of High-level Cognitive Demands in QUASAR project. We drew some meaningful conclusions and also got deeper understanding of CTDPMI in the research process.

关 键 词：课堂教学 行动研究 问题驱动 本原性 数学教学 带余数除法 匹兹堡大学 动态过程 数学教师 小学数学 研究成果 任务分析 分析工具 

分 类 号：G424.21[文化科学—课程与教学论] G40-03[文化科学—教育学]