教育数字化的发展要求对教师的数字化能力提升有迫切的需求,教师的数字化意识很大程度上影响了教师的数字化能力。基于NVivo数据分析软件和扎根理论,对访谈文本资料进行三级编码,提炼出数字化意识的三个主范畴:数字化认识、数字化意愿和数字化意志,并构建职前教师数字化意识影响机理的理论模型。在此基础上提出教师数字化意识培育策略:整合数字化工具与数学教学,提高数字化认识;开展数字化教学实践活动,强化数字化意愿;构建数字化学习共同体。The development of digitalization in education demands an urgent need to enhance teachers’ digital competencies. Teachers’ digital awareness significantly influences their digital capabilities. Based on the NVivo data analysis software and grounded theory, three levels of coding were conducted on the interview text data, identifying three main categories of digital awareness: digital understanding, digital willingness, and digital volition. A theoretical model of the mechanisms influencing the digital awareness of pre-service teachers was constructed. Based on this, strategies for cultivating teachers’ digital awareness are proposed: integrating digital tools with mathematics teaching to improve digital understanding;engaging in digital teaching practice activities to strengthen digital willingness;and building a digital learning community.
为适应教育改革过程中教育目标、教育理念和教育方式的变化,我国于2019年9月正式投入使用了人教A版高中数学新版教材。相较于之前教材,导数部分发生了较大变化,使得教师在使用教材时面临一些问题。导数是高中数学教材中的重难点内容和现代数学的基本概念,蕴含微积分的基本思想,是研究函数性质的基本工具。为此,在对比新旧课标的基础上,从宏观整体结构和微观具体内容两个层面将新旧教材进行比较,以期使教师明晰新课标要求,适应教材变化;转变教学方法,重整教学思路并编写教学设计;对导数全面认识,了解变化和变化原因,更好展开教学活动。In response to the changes in educational goals, concepts, and methodologies during the educational reform process, China officially introduced the new edition of the high school mathematics textbook published by PEP A Edition in September 2019. Compared with the previous textbook, the derivative part has changed considerably, making teachers face some problems when using the textbook. Derivatives are the key and difficult content in the high school mathematics textbook and the basic concepts of modern mathematics, which contain the basic ideas of calculus and are the basic tools for studying the properties of functions. For this reason, on the basis of comparing the old and new standards, the new and old textbooks are compared at two levels, namely, the macroscopic overall structure and the microscopic specific content, with a view to enabling teachers to understand the requirements of the new standards and adapt to the changes in the textbooks;to change their teaching methods, reorganise their teaching ideas and prepare their teaching designs;and to gain a comprehensive understanding of the derivative, to learn about the changes and the reasons for the changes, and to better carry out their teaching activities.
随着全球化教育交流的深入,对比不同教育体系下的教材对优化教学内容具有重要意义。通过对人教A版与IBDP版高中数学教材中概率统计部分的比较,探讨两种不同教育理念下该学科内容的组织编排、呈现方式、版面设计、例习题数量及其综合难度的异同,并提出了改进教学方式、重视学生核心素养发展、增强知识点与现实联系以及强化课堂与信息技术整合的重要性。不仅揭示了两套教材各自的特色与优势,还为国内与国际课程的融合提供了有益的参考,希望对高中数学课堂教学以及教材改革有所帮助。With the deepening of globalized educational exchanges, comparing textbooks under different educational systems is of great significance in optimizing the teaching content. By comparing the probability statistics section in the high school mathematics textbooks of Humanistic A and IBDP editions, this study explores the similarities and differences in the organization, presentation, layout design, number of examples and exercises, and overall difficulty of the subject content under two different educational philosophies. It also highlights the importance of improving teaching methods, emphasizing the development of students’ core competencies, enhancing the connection between knowledge points and real-life situations, and strengthening the integration of classroom teaching with information technology. It not only reveals the characteristics and advantages of the two sets of textbooks, but also provides useful references for the integration of domestic and international curricula, hoping to be helpful for high school mathematics classroom teaching as well as textbook reform.
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