小学数学PBL+CT教学促进学生计算思维培养的研究——以“怎样围面积最大”为例  

An Application of a PBL+CT Teaching Model in Primary Mathematics for Cultivating Students’Computational Thinking--Taking“How to Enclose the Largest Area”as an Example

作　　者：张屹[1] 王珏[1] 谢玲[2] 王丹丹[1] 李幸[3] 莫尉 Zhang Yi;Wang Jue;Xie ling;Wang Dandan;Li Xing;Mo Wei(School of Educational Information Technology,Faculty of Artificial Inteligence in Education,Central China Normal University,Wuhan,430079,China;Primary School attached to Huazhong University of Science and Technology,Wuhan,430074,China;School of Education,Jianghan University,Wuhan,430056,China)

机构地区：[1]华中师范大学人工智能教育学部教育信息技术学院,武汉430079 [2]华中科技大学附属小学,武汉430074 [3]江汉大学教育学院,武汉430056

出　　处：《华东师范大学学报（教育科学版）》2021年第8期70-82,共13页Journal of East China Normal University:Educational Sciences

基　　金：国家自然科学基金面上项目“促进小学生计算思维培养的跨学科STEM+C”教学理论与实证研究(71874066);华中师范大学研究生教育创新资助项目“小学数学PBL教学促进学生计算思维培养的研究”(2019CXZZ036)。

摘　　要：“计算思维”是近年来基础教育中评价学生高阶思维的重要指标,它与数学思维在问题解决等多个领域具有共同的思维模式,因此在数学学科中培养计算思维已成为国际上重要的发展趋势。基于此背景,构建小学数学PBL+CT教学促进学生计算思维培养的三层理论模型:内容层以PISA情境问题设计为导向,通过问题驱动教学;教学层为数学插电非编程的计算思维模式,采取PBL融合计算思维核心要素的教学,构建问题解决的教学流程;目标层是计算思维,以分解、抽象、算法思维、批判性思维、问题解决、协作学习六个核心能力为培养目标。研究以小学数学课“怎样围面积最大”为例,围绕理论模型进行具体的教学设计与实施,并对其应用效果进行验证。基于课堂观察、问卷和访谈等多种研究方法,多维度地验证理论模型促进小学生计算思维培养的有效性。研究发现,小学数学PBL+CT教学能显著地促进小学生计算思维的培养,尤其是在分解、算法思维、协作学习上具有显著的促进作用。基于研究结果,对数学PBL+CT教学促进小学生计算思维做进一步的总结与反思。“Computational thinking”has been an important indicator for evaluating students’high-order thinking in K-12 education in recent years.It has common thinking modes with mathematics thinking in many fields such as problem-solving.Therefore,developing computational thinking in mathematics has become a global trend.A three-layer“PBL+CT”theoretical model in primary school mathematics to develop students’computational thinking is built.In the model,the content layer is PISA-oriented and drives teaching through the problem,the teaching layer is the mathematical model of non-programming plugged that integrates with computational thinking elements and constructs the problem-solving teaching procedure,and the goal layer is of computational thinking in relevant to the six core skills of decomposition,abstraction,algorithmic thinking,critical thinking,problem-solving,and collaborative learning.The course How to Enclose the Largest Area in primary mathematics was taken as an example,specific teaching designs and implementations in terms of the theoretical model were conducted,and the effectiveness of the model was verified in this research.Classroom observations,questionnaires,self-assessments,and interviews were used to verify the effectiveness of the model in promoting the development of computational thinking in primary students.It is found that the“PBL+CT”teaching model in primary school mathematics can significantly cultivate students’computational thinking,especially in the fields of decomposition,algorithmic thinking,and collaborative learning.Based on the results,the research further summarizes and reflects on the mathematics teaching of“PBL+CT”to promote the development of students’computational thinking in primary school.

关 键 词：小学 数学 PBL 计算思维 

分 类 号：G623.5[文化科学—教育学]