CTCL视野下的小学数学概念转变的实证研究——以“相交与垂直”为例  

An Empirical Research on the Conceptual Change of Primary School Mathematics from a CTCL Perspective——An Example of “Intersection and Vertical”

作　　者：尹相杰 董玉琦[1] 胡航[2] 

机构地区：[1]上海师范大学教育技术系,上海200234 [2]天津职业技术师范大学教育技术系,天津300222

出　　处：《现代教育技术》2018年第2期47-53,共7页Modern Educational Technology

基　　金：国家社会科学基金"十三五"规划2016年度教育学一般课题"学习文化变革视阈下技术促进学业水平提升的实证研究"(项目编号:BCA160051)的阶段性研究成果

摘　　要：文章基于CTCL(Culture,Technology,Content,Learner)研究范式及其基本理念,以小学数学"相交与垂直"的学习内容为例,对学习者的前概念进行测查,了解他们的认知状况及其形成原因,并将学习者的前概念进行分类,之后依据学习者的前概念类型进行个性化学习设计,并按照前概念类型将学习者分组进行个性化学习。实验表明,针对学习者的前概念,借助技术进行个性化学习能够有效促进学习者的概念转变,提高学习者的学业成绩。Based on CTCL（Culture, Technology, Content, Learner） research paradigm and its basic ideas, this study took the ＂Intersection and Vertical＂ of primary mathematics as an example to get students＇ preconception. After having a mastery of students＇ precognition status and its forming reasons, this paper gave a classification of students＇ preconception. Then, the personalized learning design was conducted and students were divided into groups for personalized learning. The experiment showed that, technology-assisted personalized learning can promote learners＇ conceptual change and further improve students＇ academic performance.

关 键 词：CTCL 前概念 概念转变 个性化学习设计 相交与垂直 

分 类 号：G40-057[文化科学—教育学原理]