【作者】 张慧萍；

【导师】 代钦；

【作者基本信息】 内蒙古师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 新一轮数学课程改革正在全面展开,在这次改革中,吸取了各种教育理论的合理部分,其中建构主义教育思想也有它重要的一席之地。研究建构主义思想对中学数学教学的指导是非常有意义的。在知识建构过程中的主要心理学工具被皮亚杰称为“反身抽象”,是建构的核心机制,本文所论述的数学教学和学习的反思性思维就是“反身抽象”。本文在简要论述建构主义思想和学习理论的研究的基础上,详细而深入地论述了建构主义的知识观、课程观、教学观、学习观、数学观对中小学数学教学的理论指导作用,以及反思性思维对数学教与学的作用、教师的反思能力等基本素质、学生的反思意识和能力等四个方面。通过适当的案例分析,进一步阐明了自己的观点。本文共分为四个部分:一、对建构主义的几种基本理论进行了阐述,概述了皮亚杰与维果茨基的基本建构理论以及建构主义的新近发展,如,激进建构主义和社会建构主义。在具体教学的指导意义方面,概述了建构主义的知识观、课程观、学生观、教学观和数学观。特别的,在数学教育方面,建构主义的数学观对指导数学教学有极其重要的意义。因此,本文又致力于建构主义对数学建构的认识与儿童的数学学习、建构知识之间关系的阐释。二、论述反思性思维及数学反思性思维的内容、特点、数学反思能力与其它数学能力之间的关系,反思性思维在学生的学习中、数学知识的建构中的极其重要的意义,从而提出培养学生反思意识的重要性。三、论述了教师的教学反思水平、过程及其培养,其中的用意在于,教学改革的关键在教师,教师的素质关系到数学教育的成败,要培养学生的反思意识、反思能力,教师就必须具备良好的反思意识和能力,即,教师的反思是学生反思的榜样和前提,所以当今的数学教育首先需要反思性的数学教师。本文列举了培养数学教师反思能力的几种策略。四、论述了在课堂内、外培养学生的反思意识和反思能力的途径等。总之,作者本人认为教与学相得益彰,教师的反思和学生的反思是相辅相成、互相促进的。另外,在本文末尾附了对张奠宙先生的访谈录、刊登在数学教育学报和数学通报上与本论文题目相关的论文题目,以及一些与本文相关的国内硕士论文题目。更多还原

【Abstract】 A new round of mathematics curriculum reform is being deployed all-around. In the reform, mathematics curriculum absorbs reasonable parts of every educational theory; the educational thought of constructivism is one of important content. Study on thought of constructivism is very significance to guidance of mathematical teaching in secondary school. The main psychological tool is called“reflexive abstraction”by Piaget in knowledge structure, which is structure core mechanism. The reflective thinking of mathematical teaching and learning in my thesis is“reflexive abstraction”. My thesis is based on the short introduction the research about thought and theory of leaning of constructivism, and elaborately analyzes the view of knowledge, the view of curriculum, the view of students, the view of teaching, and the view of mathematics about constructivism to guidance function for the theory of mathematical teaching of primary and secondary school, reflective thinking to the function of mathematical teaching and learning, the basic qualities of teachers’reflective thinking ability, the students’reflective awareness and ability. Through appropriate case analysis, ulterior analyzes my standpoint. My thesis contains four parts, as follow:1. I analyze several kind basic theory of constructivism, and summarize basic structure theory of Piaget and L.Vygotsky and new development of constructivism, for example, radical constructivism and societal constructivism. In the guidance significance aspect of idiographic teaching, I summarize the view of knowledge, the view of curriculum, the view of students, the view of teaching, and the view of mathematics about constructivism. Especially, in the aspect of mathematics education, the view of mathematics curriculum has important significance for guidance mathematical teaching. Therefore, I analyze mathematical structure cognition and children’s mathematical learning which connects with structure knowledge in constructivism, too.2. I analyze the connection of content, characteristic, mathematical reflective thinking ability and other mathematical ability of reflective thinking and mathematical reflective thinking, reflective thinking has important significance in students’learning and mathematical knowledge structure. Consequently, I put forward the viewpoint that it’s necessary to cultivate reflective awareness of students.3. I analyze the level, process and cultivating of teachers’teaching reflective, the aim of that is the key of teaching reform is teachers, the quality of teachers determine that mathematics education is succeed or fail. If you want to cultivate the reflective awareness and reflective thinking ability of students, the teachers must have favorable reflective awareness and reflective thinking ability, namely, teachers’reflective thinking is the example and precondition of students’reflective thinking. So today mathematics education needs mathematics teachers who have reflective thinking, which is first of all. My thesis enumerates some strategies to cultivate mathematics teachers’reflective thinking ability.4. I enumerate some approaches to cultivate the students’reflective awareness and reflective thinking ability in classroom and after school.In a word, I believe that teaching and learning are mutual effect, and the teachers’reflective and students’reflective are supplementary to each other.In addition, attached with the thesis are two appendixes:⑴A recorded interview with Zhang Dian Zhou, a famous mathematics educationalist Zhang Dianzhou in China.⑵Table of title of papers in Journal of Mathematics Education and Journal of Mathematics and some titles of thesis which connects with my thesis.更多还原