【作者】 李艳；

【导师】 刘冲；

【作者基本信息】 四川师范大学 ， 小学教育（专业学位）， 2023， 硕士

【摘要】 信息时代需要培养能运用整合思维解决问题的人,跨学科主题活动是实现整合思维培养的有力方式,但反思以往的数学跨学科主题活动,往往存在知识拼凑、低位、无序现象,那么,在保留数学学科性质的基础上,如何既发挥“跨学科主题活动”的跨学科优势,又克服整合效能不足的劣势,就成为了本研究的首要思考点。“大概念”是一种具有认知作用、方法作用和价值作用的整合器,给以上问题的解决提供了思路。因此,本研究探究了大概念统整的小学数学跨学科主题活动设计方法。基于此,本研究分六个部分展开:第一部分为绪论,主要论述了本研究的选题缘由、核心概念界定、相关研究综述、理论基础和研究设计;第二部分为现状分析,包括数学跨学科主题活动在设计中的现状与问题;第三部分对大概念统整数学跨学科主题活动的价值进行分析;第四部分根据活动理论、理解性学习理论、UBD逆向教学设计理论对大概念统整的数学跨学科主题活动设计进行架构,主要包括大概念统整的数学跨学科主题活动特征、原则、要素、程序、一般框架,程序分为:选择主题—设计真实情境—分析学习者—提取大概念—表达大概念—转化大概念—评价大概念—活化大概念。其中,重点分析了不同种类大概念提取的不同路径,用以指导活动设计。活化大概念阶段主要包括:前概念暴露环节—概念引入环节—概念探究环节—概念解释环节—概念迁移环节;第五部分运用该框架详细设计了两个大概念统整的数学跨学科主题活动案例;第六部分是将其中一个案例应用于实践中,并分析了实施效果;第七部分是研究结论与反思,回顾本研究问题,展望未来。更多还原

【Abstract】 The information age requires the development of people who can use integrated thinking to solve problems,and interdisciplinary thematic activities are a powerful way to achieve the development of integrated thinking.The first point to consider in this study is how to exploit the interdisciplinary strengths of "interdisciplinary thematic activities" while overcoming the disadvantages of insufficient integration.The "Big Idea" is a cognitive,methodological and value-based integrator that provides a solution to these problems.Therefore,this study explores the design of interdisciplinary thematic activities in primary school mathematics that are integrated by the Big Idea.Based on this,this study is divided into six parts: the first part is the introduction,which mainly discusses the reason for selecting the topic of this study,the definition of core concepts,the review of relevant studies,the theoretical basis and the research design;the second part is the analysis of the current situation,including the current situation and problems in the implementation of mathematics interdisciplinary theme activities;the third part analyzes the value of big concept integrated mathematics interdisciplinary theme activities;the fourth part structures the design of big concept integrated mathematics interdisciplinary theme activities based on activity theory,comprehension learning theory,UBD reverse instructional design theory,including the characteristics,principles,elements,procedures and general framework of big concept integrated mathematics interdisciplinary theme activities.The fourth part is based on activity theory,comprehension learning theory and UBD reverse instructional design theory to structure the design of interdisciplinary thematic activities in mathematics with big concept integration,which mainly includes characteristics,principles,elements,procedures and general framework of interdisciplinary thematic activities in mathematics with big concept integration,and the procedures are divided into: selecting the topic-designing real situations-analysing learners-Extracting Big Concepts-Expressing Big Concepts-Transforming Big Concepts-Evaluating Big Concepts-Activating Big Concepts.In it,the different paths for extracting different kinds of big concepts are analysed in order to guide the design of activities.The stages of activating big concepts include: pre-concept exposure session-concept introduction session-concept exploration session-concept explanation session-concept transfer session;Part 5uses the framework to design two examples of interdisciplinary thematic activities in mathematics that integrate big concepts.Part 6 applies one of the cases to practice and analyses the effects of implementation;Part 7 concludes and reflects on the study,reviewing this research question and looking ahead.更多还原