初中数学课堂生成性资源开发与利 用的策略研究-教学(数学)专业论文.docxVIP

Abstract Shanghai Normal University Master/Doctor of Philosophy Abstract The New Curriculum reforms that teaching is constantly generated. In classroom teaching there will produce new unexpected teaching resources. With the advance of The New Curriculum, generated resources is mentioned many times. Excellent classroom needs the use of generated resources, the classroom is like a pool of stagnant water which is completely preset. Generated resources are non- affective resources for teachers to construct the students knowledge in classroom teaching. The teaching resources are mainly produced by the independent thinking of students and the interaction between teachers and students. In order to improve the effectiveness of mathematics classroom, based on the view of generative teaching as the theoretical basis, through questionnaire survey, interview and classroom observation analysis method to solve the following two questions: What strategies can be used to develop and utilize classroom generative resources? What factors are related with the generation of resources? This study first selects three junior high school teachers in Shanghai, issued 45 questionnaires conducted a questionnaire survey of the first generation of development and utilization of resources situation. Three teachers in the questionnaire based on the selected one junior high school of record of the lecture is summarized, the development and utilization of classroom resource generation strategy. The analysis finally selects a typical open class the classroom record, explore how to use generative resources in the teaching process. For the question 1, the development and utilization of productive resources in the class can use the following strategies: 1 use student’s mistake; 2 use student’s different idea; 3 use student’s mental state; 4 preset answer; 5 induction solution 6. cognitive conflict For question 2, the author found that the influence of the factors are teachers, students and teaching eval