基于假设性学习轨迹的小学数学教学干预.docx

摘要：数学日益地渗透到社会和生活的各个领域，在社会与经济发展中发挥着新作用，小学数学教学发展面临满足个人面向未来发展对数学学习的新需求等新问题，对教师的教学能力和素养提出了更高的要求。然而，当下教学实践中，尽管教师的教育观念慢慢发生改变，但仍然缺乏对学生的思维发展的深入探索，教学干预的实施不能做到精准有效，以支持学生个人数学素养的发展需求。本文通过观察和访谈追踪教师一个完整的教学周期，以“长方形和正方形的周长”为例，比对教师在假设性学习轨迹理论的指导下，决策教学干预的成效。教师在教学干预预测和实施过程中，缺乏对假设性学习轨迹理论的认识，预测教学干预宽泛不精准且对偏差持消极态度。本文建议教师应深入学习理论，善于观察学生表现，改变认知态度，以提升专业素养，提高教学质量。

关键词：假设性学习轨迹；小学数学；教学干预

Astudyofprimaryschoolmathematicsteachinginterventionbasedonhypotheticallearningtrajectory——TakingthecircumferenceofarectangleandasquareasanExample”

Author:LinJiahuiSupervisor：ProfessorZhangYucheng

(CollegeofElementaryEducation,HainanNormalUniversity,Haikou,Hainan,571158)

Abstract:Inthe21stcentury,Mathematicshasincreasinglypenetratedintovariousfieldsofsocietyandlife,playinganewroleinsocialandeconomicdevelopment.Thedevelopmentofprimaryschoolmathematicsteachingfacesnewchallengessuchasmeetingindividualsnewdemandsformathematicslearningtowardsfuturedevelopment,whichposeshigherrequirementsonteachersteachingabilitiesandqualities.However,incurrentteachingpractices,althoughteacherseducationalconceptsaregraduallychanging,thereisstillalackofdeepexplorationintothedevelopmentofstudentsthinking.Theimplementationofteachinginterventionscannotbepreciseandeffectiveenoughtosupportthedevelopmentneedsofstudentspersonalmathematicalliteracy.Thisarticletracksateacherscompleteteachingcyclethroughobservationandinterviews,takingtheperimeterofrectanglesandsquaresasanexample,tocomparetheeffectivenessofteachinginterventionsmadebyteachersundertheguidanceofhypotheticallearningtrajectorytheory.Duringtheprocessofpredictingandimplementingteachinginterventions,teacherslackanunderstandingofthetheoryofhypotheticallearningtrajectories.Thisleadstobroadandimprecisepredictionsofteachinginterventions,aswellasanegativeattitudetowardsdeviations