摘要
初中生感知的促进数学探究性理解的教学设计因素有4个,即＂数学探究性理解的知识背景和脚手架的教学方法因子＂、＂数学探究性理解的发散思维因子＂、＂建构性的学习情景因子＂和＂数学探究性理解的支持性条件因子＂,能较好地解释初中生感知的促进数学探究性理解的教学设计因素的心理结构.促进数学探究性理解的教学设计因素及各因子在年级和性别变量上均不存在显著的差异,在学校变量上存在极其显著的差异.
This study investigated the structure of instructional-design factors of prompting junior high school students＇ groping understanding by the method of questionnaire,The results showed that there were four factors,named facilitative scaffolding methods,diverse thinking,constructivist learning environment and sustaining conditions,which could satisfactorily explain the variance of teaching design issues of prompting junior high school students＇ groping understanding.The questionnaire result showed that grade and gender differences were not significant,but school difference was most significant.
出处
《数学教育学报》
北大核心
2011年第5期62-65,共4页
Journal of Mathematics Education
基金
2010年度温州大学教师教育专题科研项目课题——数学理解性教与学的理论探讨与实证研究(2010jsjy14)
关键词
初中生
数学探究性理解
教学设计
因素
junior middle school students
groping understanding
instructional-design
factor
