DOI:10.13811/j.cnki.eer.2014.08.016 魏雪峰 1 崔光佐 2 徐连荣 2 (1. 264025;2. 100875) [ ] [ ] ; ; ; [ ] G434 [ ] A [ ] (1981 ) E-mail: xuefengwei99@163.com [1][2] [3] (2010 2020 年 ) [4] ; ; (2011 年版 ) ; : ( 项目批准号 : 12YJCZH213); ( 项目编号 :LY2013035) 101
( ) 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
: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
(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
20 ( 两者仅相差 0.8 分 ) [44] 5.4 :(1) 2 ;(2) 10 ;(3) 40.05 ;(4) 40.85 7.93 6.54 1.40 1.12 23 31 53 55 42.84 6.64 1.17 24 52 48.24 5.03 0.86 36 58 7.807 354.526 1 1 7.807 354.526 0.156 11.09 0.69 0.00 3 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 ) ( ) 4.29 34 1.19 0.20 5.41 34 1.26 0.22 2013 1 2013 7 5 (J.C. 4 5 [45] Raven) 1938 t 34 40.85 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 2 2 3 3 df F Sig 4 4 21 13 34 17 15 32 40.85 34 6.54 1.12 注 : 学生年龄分布在 10~11 岁之间 48.24 34 5.03 0.86 t 48.24 105
5 t t df Sig.( 双侧 ) -7.39 4.78 0.82-9.01 33 0.00-1.12 1.20 0.21-5.43 33 0.00 A A -0.38 0.74 0.13-3.02 33 0.01 B B -0.71 1.51 0.26-2.73 33 0.01 C C -1.32 1.61 0.28-4.80 33 0.00 D D -1.74 2.09 0.36-4.83 33 0.00 E E -3.24 2.16 0.37-8.73 33 0.00 4.29 5.41 1.12 1 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 2000. [2] A Framework for K -12 Science Education: Practices Crosscutting Concepts and Core Ideas [M]. Washington DC:National Academies Press 2011. [3] Australian Curriculum Assessment and Reporting Authority. The Australian Curriculum Science Version 3.0[M]. ACARA 2012. [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 2012 42(2): 303~327. [6]. [J]. 201039(4):79~84. [7] StafylidouS. VosniadouS.. The Development of Students Understanding of the Numerical Value of Fractions [J]. Learning and Instruction 2004 14(5): 503~518. [8] FernandezC.YoshidaM.. Lesson Study:A Japanese Approach to Improving Mathematics Teaching and Learning[M]. Routledge 2004. [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 2002 32(2): 183~201. [11] WatsonR. GoldsworthyA. Wood -RobinsonV.. What Is Not Fair with Investigations? [J]. School Science Review 1999 80 (292): 101~06. [12] [14] ChinC. KayalvizhiG.. Posing Problems for Open Investigations: What Questions Do Pupils Ask?[J]. Research in Science & Technological Education 2002 20(2): 269~287. 106
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