摘要
在数字化转型和教育改革深度融合的大背景之下,AR(增强现实)技术以它的情境化、互动性和直观性等特点给小学生思维品质的培养赋予了全新的途径。本文以人教版教材为依托,根据“双减”政策的要求,从小学生思维品质的主动性、专注性、调适性、协作性、创造性与批判性六个方面入手,探究AR沉浸式学习环境的建构逻辑及实践意义。依托人教版教材设计情境化的任务、改进教学实施过程、创建多元评价机制等实践途径,以具体的教学实例来证明AR技术对于提高小学生的思维品质所起的作用。研究表明,AR沉浸式学习可以有效地激发学生的主动学习性、加深学生思维探究的深度、促进学生思维品质的发展,给小学教育高质量发展提供实践借鉴。
Against the background of the deep integration of digital transformation and educational reform,Augmented Reality(AR)technology,with its features of contextualization,interactivity,and intuitiveness,provides new approaches for cultivating primary school students'thinking qualities.Based on the People's Education Press(PEP)textbooks and in accordance with the requirements of the"Double Reduction"policy,this study focuses on six dimensions of pupils'thinking qualities:initiative,concentration,adaptability,collaboration,creativity,and critical thinking.It explores the construction logic and practical significance of an AR-based immersive learning environment.By designing contextualized tasks grounded in the PEP textbooks,improving teaching implementation processes,and establishing diversified evaluation mechanisms,this paper uses concrete teaching cases to demonstrate the role of AR technology in enhancing students'thinking qualities.The findings indicate that AR immersive learning can effectively stimulate students'learning initiative,deepen the level of cognitive inquiry,and promote the development of thinking qualities,thereby providing practical references for the high-quality development of primary education.
作者
李妍
Li Yan(Ganzhou City Mudanting Road Primary School,Ganzhou,Jiangxi 341000)
出处
《教育教学研究前沿》
2026年第3期71-73,共3页
Frontiers of Education and Teaching Research
