为落实《深化新时代教育评价改革总体方案》,创新评价方式,研究以“问题提出”为评价依据,基于SOLO分类理论划分学生对椭圆知识的理解水平,帮助教师更全面地掌握学情。研究发现学生在部分椭圆知识情境中问题提出表现一般,缺乏灵活性;学生对椭圆知识的理解总体处于多点结构水平,部分学生对椭圆定义的理解存在偏差,对“焦点三角形”知识熟悉程度较低。教师在教学过程中可合理利用学生所提问题,尊重学生个体差异,促进学生全面发展。In order to implement the “Overall Plan for Deepening the Reform of Educational Evaluation in the New Era” and innovate the evaluation method, this paper takes “problem posing” as the evaluation basis and divides students’ understanding level of elliptic knowledge based on SOLO classification theory to help teachers grasp learning situation more comprehensively. It is found that the students’ performance in problem posing in partial elliptic knowledge situation is not good and lacks flexibility. Students’ understanding of ellipse is generally at the level of multi-point structure, some students’ understanding of ellipse definition is wrong, and they are not familiar with “focus triangle” knowledge. In the teaching process, teachers can make reasonable use of the questions raised by students, respect the individual differences of students, and promote the all-round development of students.
随着新课程改革的推进,高中数学教学逐渐转向能力培养型,具身认知理论为数学教学提供了新的视角。通过探讨具身认知理论对高中数学活动课教学的指导作用,在分析高中数学活动课实施中面临的现实困境基础上,提出通过提升教师活动课教学能力、创设教学情境施行跨学科教学、加强活动课资源建设和改进课程评价方式等教学改革策略,提高学生的学习兴趣和数学思维能力,进而提升数学教学质量和学生的数学核心素养。With the advancement of the new curriculum reform, high school mathematics teaching is gradually shifting towards a competence-oriented approach. Embodied cognition theory provides a new perspective for mathematics instruction. By exploring the guiding role of embodied cognition theory in the teaching of high school mathematics activity courses, and based on an analysis of the realistic dilemmas faced in the implementation of such courses, this paper proposes teaching reform strategies such as enhancing teachers’ ability to teach activity courses, creating teaching situations for interdisciplinary instruction, strengthening the construction of activity course resources, and improving course evaluation methods. These strategies aim to enhance students’ interest in learning and their mathematical thinking ability, thereby improving the quality of mathematics teaching and students’ core mathematical competencies.
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