新课改背景下教师如何干预指导小组合作解决问题——关注转型期初中数学教师的个案研究  

Research on Teachers’Intervention to Guide Group Collaborative Problem Solving under the Background of New Curriculum Reform--A Case Study of Paying Attention to Junior High School Mathematics Teachers in the Transition Period

作　　者：唐海军 赵文君 孙学敏 王佳佳 TANG Hai-jun;ZHAO Wen-jun;SUN Xue-min;WANG Jia-jia(College of Mathematics,Sichuan University of Arts and Science,Sichuan Dazhou 635000,China;School of Mathematical Sciences,Sichuan Normal University,Sichuan Chengdu 610066,China;School of Mathematics Science,Guizhou Normal University,Guizhou Guiyang 550001,China)

机构地区：[1]四川文理学院数学学院,四川达州635000 [2]四川师范大学数学科学学院,四川成都610066 [3]贵州师范大学数学科学学院,贵州贵阳550001

出　　处：《数学教育学报》2025年第1期28-36,76,共10页Journal of Mathematics Education

基　　金：国家社会科学基金“十四五”规划2022年度教育学青年课题——人工智能支持下聚焦关键教学行为的课堂教学评价研究(CHA220300);2022年四川义务教育高质量发展研究中心项目——面向核心素养的中小学生数学“学习体验”说写活动实践研究(YWYB-2022-27);2022年四川文理学院高层次人才项目——认知神经科学视域下学生数学学习体验模型建构的实证研究(2022GCC01Z)。

摘　　要：义务教育课程改革提倡在综合与实践活动中开展合作探究学习,教师如何立足学情来干预小组活动,促进小组形成共同认知,在理论与实践上还存在有待探索之处.个案研究表明,教师实施的小组干预具有诊断—指导的动态实践特征;个案教师在典型事件中侧重是要求学生回归任务阅读和同伴转述解释,但缺乏阅读策略与合作规范的精细指导,小组没有实现合作解决问题的目标.在课程改革背景下,教师要积极尝试和践行课程改革的理念,对小组学习的干预指导要聚焦认知、社会与情感的多维融合,要激发学生在合作问题解决中的学习主体性;通过增强数学教学知识来提升干预指导的质量.Curriculum reform of compulsory education advocates cooperative inquiry learning in comprehensive and practical activities.There are still unexplored areas in both theory and practice regarding how teachers can effectively intervene to guide group activities based on the learning context and foster the development of shared cognition within groups.The case study showed that the group intervention implemented by teachers had a dynamic diagnostic-guidance practice characteristic.The case teacher focused on requiring students to return to task reading and peer paraphrasing and explanation in typical events,but lacked detailed guidance on reading strategies and cooperative norms,and the groups did not achieve the goal of collaborative problem-solving.Under the background of curriculum reform,teachers should actively try and practice the principles of curriculum reform.They should concentrate on the multidimensional integration of cognition,social interaction,and emotions within intervention groups,while also stimulating students’learning subjectivity in collaborative problem-solving;Teachers can improve the quality of intervention guidance by enhancing their knowledge of mathematics teaching.

关 键 词：合作问题解决 干预指导 个案研究 精细化分析 

分 类 号：G424.2[文化科学—课程与教学论]