数学学科核心素养导向下的有理数教学实证研究  

An Empirical Study on Rational Content Teaching under the Guidance of Developing Mathematical Core Literacy

作　　者：吴增生[1] WU Zeng-sheng(Mathematics Teaching and Research Office,Education Bureau of Xianju County of Zhejiang,Zhejiang Taizhou 317300,China)

机构地区：[1]浙江省仙居县教育局数学教研室,浙江台州317300

出　　处：《数学教育学报》2020年第2期53-57,共5页Journal of Mathematics Education

基　　金：浙江省教研课题——基于脑的初中数学总复习教学策略研究(G2019260)。

摘　　要：以有理数为例,基于文献研究提出发展数学核心素养的教学策略:以数学核心素养的双向细目表为导向,在数学思想引领下整体设计与数学核心素养相匹配的教学活动。用教学对比实验的方法研究这种教学策略对学生学业水平及数学核心素养发展的影响。通过数据分析发现:在前测和后测显著相关的前提下,实验班和控制班前测数据没有显著性差异,而两次后测中,实验班成绩显著高于控制班。研究结果表明:这种教学策略,对学生学业水平和核心素养的发展,都具有显著促进作用。Taking the rational number as an example.Based on literature research,this paper puts forward the teaching strategy of developing the core literacy of mathematics:Taking the bidirectional breakdown table of the core literacy as the guide.Under the guidance of mathematics thought Integral Design the teaching activities matched with Mathematics Core Literacy.Use teaching comparative experiment to study the influence of this teaching strategy on students’academic level and the development of mathematics core literacy.The experimental class adopted this strategy to carry out the whole teaching.The control class was taught according to the textbook arrangement,taking the junior middle school entrance examination results as the pre-test data.after the completion of the teaching,carried out the routine academic level test and core literacy level test as two post-test data,analysis data with SPSS20.0.It is found that under the premise of significant correlation between pre-test and post-test.There was no significant difference between the experimental class and the control class in the pre-test data.But there was significant difference between the experimental class and the control classing in the two post-test data.This study shows that this teaching strategy has a significant role in promoting the development of students’academic level and core literacy.

关 键 词：核心素养 整体教学 实证研究 

分 类 号：G622[文化科学—教育学]