【作者基本信息】 东北师范大学， 教育博士（专业学位）， 2021， 博士
【Abstract】 There are two outstanding problems in current education and teaching.One is the lack of "process" education,which has a strong "result-oriented";the other is insufficient attention to "inductive teaching",ignoring individual to general inductive learning.In mathematics,the content of learning is “transcendental and abstract.” Children have a certain degree of difficulty in mastering this knowledge that is prior to experience,out of specific situations,and after multiple abstractions.The psychological mechanism of children’s learning requires children to learn the learning process of mathematics should condense and reproduce the process of human mathematics development,experience hands-on operation,practical exploration,and experience the process of re-creation and rediscovery of knowledge.As a teaching concept and method,"procedural inductive teaching" aims to respond to the above-mentioned demands,transform children’s learning methods,and promote children’s knowledge understanding and the generation of wisdom."Procedural inductive teaching" has had a significant impact on the current education and teaching reform,and how to better practice in teaching has become a key issue that the education community pays attention to.This research is based on reality,taking primary school mathematics as an example,and guided by the generation path of inductive teaching theory,from the three levels of " Macro-theoretical interpretation;Meso-model construction;Micro teaching practice ","procedural inductive teaching" is deeply explored and researched.Taking "design-based" research as a research paradigm,constructing a teaching model of "procedural inductive teaching" in primary school mathematics,and exploring teaching design and implementation strategies.This research revolves around three research questions.1.What is "procedural inductive teaching" ? 2.What is the prototype of the "procedural inductive teaching" of elementary school mathematics? 3.How to revise and perfect the model prototype of "procedural inductive teaching" in elementary school mathematics? Three aspects of work were specifically launched.First of all,this research analyzes the theoretical basis of "procedural inductive teaching" from the two dimensions of theory and reality.Based on the analysis of domestic and foreign literature on "process and process teaching" and "inductive and inductive teaching",combined with expert interviews,the connotation,typical characteristics and conditions of "procedural inductive teaching" are described.Afterwards,using design-based research as the research paradigm,three rounds of teaching iterations responded to the theory of "procedural inductive teaching",and perfected typical features and conditions for their realization.Secondly,this research is guided by the theory of "procedural inductive teaching",using video image analysis method to analyze the typical characteristics of the 10 typical "focus on process,focus on induction" teaching example of elementary school mathematics,and get What is the "process-oriented inductive teaching" classroom style,and then determined the five core elements of the prototype construction of the " procedural inductive teaching " model: "Categorical" learning topics;"Challenging" problem situation;"Exploratory" operational activities;"Permeability" inductive construction;"Embedded" learning evaluation.Based on the above research,a prototype of the "Mode of Procedural Inductive Teaching"(hereinafter referred to as "P-I" teaching mode)of elementary school mathematics was initially constructed.The teaching mode is elaborated in detail from four aspects: guiding ideology,functional objectives,operating procedures and realization conditions.The operation process of the initially constructed "P-I" teaching mode mainly has five links.Establish learning goals,set problem situations,explore new knowledge,construct meaning,summarize new knowledge,and apply and consolidate.Finally,the prototype of the "P-I" teaching model was combined with the typical cases of mathematics to visualize,and three rounds of teaching iterations were launched.On the one hand,the teaching concept was transformed into practice,and on the other hand,the teaching model was tested and verified.The revision also responds to the meaning,value,and connotation of "procedural inductive teaching".The first round of teaching research is the trial and exploratory stage.The teaching design and implementation are carried out in accordance with the previously constructed teaching model,which mainly examines the various elements of "procedural inductive teaching" from a macro perspective.Through the first round of teaching practice,this research optimized the operation process of the prototype of the "P-I" teaching model,and designed a variant of the "P-I" teaching model based on specific teaching content.The second round is the stage of adjustment and improvement.On the basis of the first round of action research,the "P-I" teaching model was adjusted in the middle perspective.The prototype of the teaching model and its variant operation process are further optimized,and added a guide for teachers and students of the "P-I" education model.The third round is the stage of promotion and application.Mainly from a micro perspective,the details of the teaching model are created.Finally,the operation process of the teaching mode is optimized into five links."Establish learning goals","create problem situations","explore new knowledge,construct meaning","review and reflect","consolidate application,expand and extend".And embed students’ learning evaluation into the whole teaching model.After three rounds of teaching iterations,this research has constructed the prototypes,variants and behavior guidelines of the "P-I" teaching model suitable for elementary school mathematics teaching that are compatible with the "procedural inductive teaching".This research finally constructed the teaching model of "procedural inductive teaching" in elementary school mathematics("P-I" teaching model).The innovation of this teaching model is mainly reflected in: 1.Based on the existing problems of current education and teaching in our country,taking design-based research as the research paradigm,trying to provide exploration from practice;2.The "P-I" teaching model combines the ideas of "process education" and "inductive teaching" well.3.The "P-I" teaching model is modified to increase the flexibility of the model.In addition,this research has refined the design and implementation strategy of "procedural inductive teaching" in the research of teaching practice.The design strategies of "procedural inductive teaching" mainly include: Focus on the ‘core content’ and determine the learning theme;Analyze the learning content as a whole and grasp the essence of knowledge;Analyze students’ pre-concepts and locate the starting point for learning;Form a teaching design with ‘unit’ as the unit.The implementation strategies of "procedural inductive teaching" mainly include: Create a classroom learning community and realize multiple forms of dialogue;Experience the contemplation of many kinds of thinking and realize the induction of new knowledge;Discuss the conclusion of the induction,and handle the relationship between ‘probability and necessity’;Intervene in real situations and tasks,and implement diversified educational evaluations.
- 【网络出版投稿人】 东北师范大学