摘要
数学教学需要发挥结构的力量,促进学生的理解与迁移。数学大观念是内容、过程和价值的融合,“观念统领”的单元教学是发展学生数学素养的重要途径。以多边形面积为例,“观念统领”的单元教学的基本过程如下:确定单元学习主题及具体观念;制定TUK学习目标及成果表现;评估学生先期学习经验;形成学生思考的关键问题;分解关键问题的子问题,设计有意义的单元学习任务;开展持续性评估。这些过程并不是线性的,它们交织在一起,共同促进学生的意义理解和自主迁移。
Mathematics teaching needs to exert the power of structure to promote students’understanding and transfer.The big idea in mathematics is the fusion of context,process and value."Concept led"unit teaching is an important way to develop students'mathematical competency.Taking polygon area as an example,this paper expounds basic process of“concept led”unit teaching:Identify unit learning topics and specific concept;set the TUK learning objectives and outcomes;evaluate students'prior learning experience;form the key problems for students to think;break down the key problems into subproblems and design meaningful unit learning tasks;conduct continuous assessment.These processes are not linear.They interweave together to promote students'understanding of meaning and autonomous transfer.
作者
张丹
于国文
Zhang Dan;Yu Guowen(Beijing Academy of Educaliomal Sciences,Beijing 100036,China)
出处
《课程·教材·教法》
CSSCI
北大核心
2020年第5期112-118,共7页
Curriculum，Teaching Material and Method
基金
北京市教育科学“十三五”规划2018年重点课题“小学数学‘问题引领学习’的教学实践研究”(CADA18066)。
关键词
大观念
单元教学
理解与迁移
数学素养
big ideal
unit teaching
understanding and transfer
mathematical competency
