摘要
这是一项在“本原性数学问题驱动课堂教学”理念指导下的行动研究,旨在从数学教师改进自身课堂教学的动态过程,来理解职初和经验教师实施课堂教学的差异、改变和共同之处.研究的对象是小学数学“带余数除法”的三轮课堂教学,采用匹兹堡大学“QUASAR课题”研究成果中的“数学任务框架”、“任务分析指南”、“保持和降低高认知要求任务的因素”等作为分析工具,进行横向和纵向比较,得到具体的有意义的结论.
This was an action research based on the idea of Classroom Teaching Driven by Primitive Mathematics Ideas, conducted for understanding the changes, differences and similarities between novice and experienced teachers from their improving process in the classroom teaching. The study objects were three rounds of teaching of Division with Remainder, and the findings were presented in both dimensions of transverse and longitudinal comparison. The instruments for data analysis were The Mathematics Tasks Framework, Guide for Tasks Analysis and Factors Associated with Maintenance and Decline of High-level Cognitive Demands in QUASAR project. We drew some meaningful conclusions and also got deeper understanding of CTDPMI in the research process.
出处
《数学教育学报》
北大核心
2005年第2期59-63,共5页
Journal of Mathematics Education
基金
上海市2004年度教育科学研究项目(B0427)
