“数学课堂学习动力系统”结构及其案例分析研究  

Structure of "Dynamic System of Mathematics Classroom Study" and Its Case Study

作　　者：宋晓平[1] 曹益华[2] 

机构地区：[1]江苏大学理学院,江苏镇江212013 [2]南通航运职业技术学院,江苏南通226010

出　　处：《数学教育学报》2007年第4期63-66,共4页Journal of Mathematics Education

基　　金：江苏省教育科学"十一五"规划课题(D/2006/01/163)

摘　　要：数学课堂学习动力系统构成要素有:教师—向导性要素、学生—主体性要素和教材—任务性要素.数学课堂学习动力系统是一个母系统和三级三维子系统构成.数学课堂学习动力是动态预设与生成的结果."数学课堂学习动力系统"3级子结构指:一级3维启动系统、二级3维维持系统和三级3维意向生成系统.每个子系统仍然包括3个过程:启动、维持和"意向—生成".On the basis of existing research, we studied the dynamic system of mathematics classroom study from a new perspective. We learned that this dynamic system had three key elements： Teacher-guide factor, Student-initiate factor and textbook-assignment factor. According to the viewpoint of system theory, we found that this dynamic system consisted of two parts： an original system （＂purpose-situational spot＂） and a three-degree three-dimensional subordinate system （the first degree three-dimensional initiative system, the second degree three-dimensional preserve system and the third degree three-dimensional intention forming system）. We analyzed this dynamic system of classroom study together with mathematical cases.

关 键 词：数学课堂 学习动力 结构 案例 分析 

分 类 号：G420[文化科学—课程与教学论]