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作 者:章飞[1] 顾继玲[2] 马复[2] 张惠英[3] 章巍 ZHANG Fei;GU Jiling;MA Fu;ZHANG Huiying;ZHANG Wei
机构地区:[1]江苏第二师范学院课程与教学研究所 [2]南京师范大学教师教育学院,江苏南京210023 [3]石家庄市教育科学研究所 [4]北京十一学校中堂实验学校
出 处:《天津师范大学学报(基础教育版)》2025年第1期7-12,共6页Journal of Tianjin Normal University(Elementary Education Edition)
基 金:江苏省教育规划“十四五”重点课题“新时代师范生教师专业素养发展的UIGS协作体系建构与实践研究”(B-b/2024/01/94)。
摘 要:教科书结构化设计,既是达成课标要求的需要,更是提升学生学习水平、发展学生学习能力的现实需要,教科书结构化设计的目标追求是促进学生结构化学习能力发展。数学学习中学生应较好地习得四种结构:主干知识的逻辑结构、具体对象的生长结构、同类知识的研究结构、单元学习的学习结构。研究认为,促进学生结构化学习的教科书应做到:教科书“有结构”,教科书设计保持相关知识学习结构的一致性;结构“看得见”,尽可能外显教科书结构化设计便于学生感知结构;结构“我参与”,设计任务引导学生感知结构、建构结构。北师大版初中数学新教材通过章前文字引领、章中活动感悟、章后结构梳理以及结构性习题的辅助等措施促进学生结构化学习。The structured design of textbooks is not only essential for meeting the requirements of curriculum standards but also a pragmatic necessity for enhancing students'learning levels and developing their learning abilities.The primary objective of textbook structured design is to promote the development of students'struc tured learning abilities.In maths learning,it is crucial for students to learn four types of structures:the logical structure of major knowledge,the growth structure of concrete objects,the research structure of similar knowledge and the learning structure of unit learning.Textbooks to promote students'structured learning should be as follows:the textbook itself has structure,which keeps the consistency of the learning structure of related knowledge;the structure is"visible",ensuring that the structural design is as explicit as possible to facilitate students'perception of the structure;the structure that"I participate",designs tasks to guide students to perceive the structure and construct the structure.BNUPjunior high school mathematics textbooks implement various strategies,such as pre-chapter text guidance,chapter activity engagement,post-chapter structure summary and structural exercises.
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