( ) Poon ( ) Baki [5] ( Dynamic Geometry Software) [21] Falcade [23] Web [6] IMMEX (Interactive Multimedia Exercises) Stafylidou [7] ( ) Fernandez [8]

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1 DOI: /j.cnki.eer 魏雪峰 1 崔光佐 2 徐连荣 2 ( ; ) [ ] [ ] ; ; ; [ ] G434 [ ] A [ ] (1981 ) [email protected] [1][2] [3] ( 年 ) [4] ; ; (2011 年版 ) ; : ( 项目批准号 : 12YJCZH213); ( 项目编号 :LY ) 101

2 ( ) Poon ( ) Baki [5] ( Dynamic Geometry Software) [21] Falcade [23] Web [6] IMMEX (Interactive Multimedia Exercises) Stafylidou [7] ( ) Fernandez [8] [9] ( ) Gott ( ) Watson Chin [10][11][12] Koufetta [13] Chin [25] [26] [14] [15] Ding [16] [27] (Audience Response [17] [28] Systems) Pengfei Li [18] [20] Eysink Lock [19] Jong [24] [22] (Digital Natives) [29] 102

3 :7 8 [30] Resnick [35] ( ) 1. 问题表述符合小学生的认知水平 5. 把模型思想融入问题设计过程中 [36] 2. 问题情境与小学生实际生活相联系 Cheung [31] ( ) [37] [32] [38] Schliemann ; [33][34] 3. 将知识隐含在问题解决的过程中 4. 让小学生体验并经历知识产生的过程 [39] ( 或领会 ) (A Cognitive Model of Mathematical Problem SolvingCMMPS) [40] {a 1 a 2 a 3...a n } 103

4 (1) (2) {a 1 a 2 a 3...a n } (3) 1 : {a 1 a 2 a 3...a n } a 1 a 2 a 3...a n ; M 3...M n ; 2 a 1 a 2 a 3...a n M 1 M 2 3 M 1 M 2 M 3...M n M max ; 4Mmax ai {a 1 a 2 a 3...a n } (4) ; [43] ( 一 ) :?? :(1) ;(2) ;(3) ;(4) 1 ( ) (Conceptual Model) [42] 1 ( ) ( How We Think ) : ;(5) ; ; [41] (2011 ( ) 年版 ) 104

5 20 ( 两者仅相差 0.8 分 ) [44] 5.4 :(1) 2 ;(2) 10 ;(3) ;(4) F=0.156 (2011 年版 ) p=0.69>0.05 F=11.09 p=0.00<0.05 ( ) 2. 实验班数学推理能力比较分析 1 1 ( 单位 : 人 ) ( ) (J.C. 4 5 [45] Raven) 1938 t A~E 60 A E A E 7.39 p=0.00<0.001 [46] SPSS 19 ( ) 1. 实验班与对比班推理能力比较 df F Sig 注 : 学生年龄分布在 10~11 岁之间 t

6 5 t t df Sig.( 双侧 ) A A B B C C D D E E p=0.00<0.001 A E C D E p=0.00<0.001 E [ ] [1] Inquiry and the National Science Education Standards: A Guide for Teaching and Learning[M]. Washington DC:National Academies Press [2] A Framework for K -12 Science Education: Practices Crosscutting Concepts and Core Ideas [M]. Washington DC:National Academies Press [3] Australian Curriculum Assessment and Reporting Authority. The Australian Curriculum Science Version 3.0[M]. ACARA [4]. [J]. 2004(11):27~30. [5] PoonC.L. LeeY.J. TanA.L. et al. Knowing Inquiry as Practice and Theory: Developing A Pedagogical Framework with Elementary School Teachers[J]. Research in Science Education (2): 303~327. [6]. [J] (4):79~84. [7] StafylidouS. VosniadouS.. The Development of Students Understanding of the Numerical Value of Fractions [J]. Learning and Instruction (5): 503~518. [8] FernandezC.YoshidaM.. Lesson Study:A Japanese Approach to Improving Mathematics Teaching and Learning[M]. Routledge [9] G.. ( 第二卷 )[M].. : 1987:483. [10] GottR. DugganS.. Problems with the Assessment of Performance in Practical Science: Which Way Now?[J]. Cambridge Journal of Education (2): 183~201. [11] WatsonR. GoldsworthyA. Wood -RobinsonV.. What Is Not Fair with Investigations? [J]. School Science Review (292): 101~06. [12] [14] ChinC. KayalvizhiG.. Posing Problems for Open Investigations: What Questions Do Pupils Ask?[J]. Research in Science & Technological Education (2): 269~

7 [13] Koufetta-MenicouC. Scaife.J.. Teachers Questions Types and Significance in Science Education [J]. School Science Review (296): 79~84. [15]. [J] (5):83~86. [16] DingL. ReayN.W. LeeA. et al. Are We Asking the Right Questions? Validating Clicker Question Sequences by Student Interviews[J]. American Journal of Physics : 643. [17]. [J]. 2013(8):53~60. [18] Pengfei Li. Creating and Evaluating a New Clicker Methodology[D]. The Ohio State University2007. [19] LockR.. Open-ended Problem Living Investigations [J]. School Science Review (256):63~72. [20] De Jong T HendrikseP. van der MeijH.. Learning Mathematics Through Inquiry: A Large-Scale Evaluation Designs for Learning Environments of the Future[M]. Springer US 2010: 189~203. [21] BakiA.KosaT.GuvenB.. A Comparative Study of the Effects of Using Dynamic Geometry Software and Physical Manipulatives on the Spatial Visualisation Skills of Pre Service Mathematics Teachers[J]. British Journal of Educational Technology201142(2):291~ 310. [22] FalcadeR. LabordeC. MariottiM.A.. Approaching Functions: Cabri Tools as Instruments of Semiotic Mediation [J]. Educational Studies in Mathematics (3): 317~333. [23] EysinkT.H.S.JongT. BertholdK. et al. Learner Performance in Multimedia Learning Arrangements: An Analysis Across Instructional Approaches[J]. American Educational Research Journal (4): 1107~1149. [24] StevensR. SollerA. CooperM. et al. Modeling the Development of Problem Solving Skills in Chemistry with A Web-Based TutorIntelligent tutoring systems[c]. Springer Berlin Heidelberg 2004: 580~591. [25] (11):135~139. [26] (11):115~120. [27] [30] [39]. [M]. : 2009: [28] Piaget J..The Child s Conception of Number [M]. London:Routledge&Kegan Paul [29].2014 [R]. : 2014:141. [31] CheungD.. Facilitating Chemistry Teachers to Implement Inquiry-Based Laboratory Work [J]. International Journal of Science and Mathematics Education (1): 107~130. [32]. [J]. ( 教育科学版 )2002(3):22~30. [33] Schliemann A. D.. Mathematics among Carpenters and Carpenters Apprentices: Implications for School Teaching [A]. P. Damerow M. Dunckley B. Nebres & B. Werry. Mathematics for all (Science and Technology Education Document Series) [C]. Paris: UNESCO1985 (20): 92~95. [34] Schliemann A. D. &Nunes T..A Situated Schema of Proportionality [J]. British Journal of Developmental Psychology 1990 (8): 259~268. [35] L.B.Resnick. Education and Learning to Think [M]. Washington DC: National Academy Press [36] [42]. (2011 年版 )[S]. : 2012:7. [37]. [M]. : 1908:39~55. [38]. [J]. 1981(3):289~298. [40]. [J]. 2012(11):79~86. [41] JonassenD. H..Designing Research-Based Instruction for Story Problems[J].Educational Psychology Review (3):267~296. [43] [ 美 ] (John Dewey). [M].. : 2010:167. [44]. ( 数学五年级下册 )[M]. : 2006:122. [45] RavenJ.C.. Standardization of Progressive Matrices 1938[J]. British Journal of Medical Psychology (1): 137~150. [46]. [J] (2): 113~

第一章

第一章國立台北師範學院學報, 第十四期 ( 九十年九月 )573~614 國立台北師範學院 573 國小學生的動物生殖觀熊召弟陳業勇林益興楊婷喬摘要本研究的目的是探究國小學生對於動物生殖的想法這些概念知識主要包括五方面 :( 一 ) 生殖的