略论小学数学课堂模型思想的渗透--基于对课例的“层次析出模型”分析  

On the Permeation of Model Thinking in the Elementary School Mathematics Classroom--Analysis of"Layer Precipitation Model"Based on Lessons

作　　者：钟勇为[1] 嵇晨昕 李珠 ZHONG Yong-wei;JI Chen-xin;LI Zhu(School of Teacher Education,Jiangsu University,Zhenjiang 212013,China;Dongjing School,Songjiang District,Shanghai 201619,China)

机构地区：[1]江苏大学教师教育学院,江苏镇江212013 [2]松江区洞泾学校,上海松江201619

出　　处：《福建教育学院学报》2022年第10期21-26,66,I0002,共8页Journal of Fujian Institute of Education

摘　　要：近十年,我国对数学建模日益重视。但省察当下小学数学课堂,教师缺乏模型思想渗透意识与能力的问题仍较为突出。通过构建“层次析出模型”并运用内容分析法和经验总结法对获奖课例作多层次融合分析发现:数学化的学习内容设计,重视背景材料、问题设计和思维拓展这三个维度的数学化设计;过程化的学生主体参与,注重师生互动方式的丰富性与层次性和互动内容的开放性与深刻性;有序化的教学进程把控,寻求“收”“放”有方,有助于促成数学课堂模型思想渗透。建议促成背景材料生活化、图式构建兼容化、模型建构参与化和问题解决变式化。In the past decade,more and more attention has been paid to mathematical modeling in China.However,the problem of teachers’lack of awareness and ability to permeate model thinking is still prominent in the present mathematics teaching practice.Through the construction of the"level precipitation model"and the use of content analysis and experience induction methods for multi-level fusion analysis of the award-winning lessons,it was found that it will help to promote the penetration of mathematics models in the classroom if teachers do as follows:design of mathematical learning content,emphasizing the mathematical design of the three dimensions of background materials,problem design and thinking expansion;process-oriented participation of students,focusing on the richness and level of teacher-student interactive methods and openness and profoundness of interactive content;the orderly control of the teaching process,seeking to"guide"and"release"the teaching well.It is recommended to make background material life oriented,schema construction compatible,model construction participation,and problem solving variant.

关 键 词：小学数学 模型思想 渗透 层次析出模型 

分 类 号：G623.5[文化科学—教育学]