【作者】 杨骞；

【导师】 单墫；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2004， 博士

【摘要】 数学教学耦动论 数学的文化价值、社会价值和教育价值决定了基础教育阶段数学教学存在的价值。 数学教学存在的价值，除了要通过数学课程的编制、数学教材的编写以及教学内容的选择来体现外，最终、也是更加重要的是借助于数学教学实践活动得以实现。 然而，在数学教学实践活动中，仍存有一些问题或者说困惑，比如：课堂上还是以教师的讲为主，照本宣科的情形比较严重；教师的教，不管学生懂不懂、会不会，更不管学生愿不愿意学、会不会学；教学以应付考试为其主要目标，不求学生和谐的全面发展；以练代教，以考代教；教学只重结果，不重过程；注重记忆，不求理解；不重视教会学生学会思考、学会学习；等等。其结果是，数学教学的效率低下，数学教学的功能未能充分发挥。究其原因，至关重要的仍然在于人们缺乏对教与学的关系、数学教学与人的发展的关系的细致分析和深刻揭示，缺乏对数学教学的系统思考和深入研究。 本研究综合采用了问卷调查、访谈、教学实验、层次研究、思辩、演绎等多种研究方法，以“(1)教、(2)学、(3)耦合、(4)互动、(5)教学、(6)数学教学”为其基本概念，以“(1)教与学成对关系的形成是教学存在的基本机制；(2)学生自身的能动的主体性活动是自身发展的基本机制；(3)交往性活动与对象性活动是教学存在的基本形态；(4)主体的建构与发展是教学存在的基本职能；(5)数学教学是教学存在的一种形态”为其基本命题(公理)，演绎构建了一个数学的教学理论体系(称之为“数学教学耦动论”)： 首先，教学的终极目的在于学生的发展，这是贯穿整个数学教学的一大主题；学生主体的建构又成为数学教学的另一个重要的目的； 其次，数学教学对学生发展和成长所起作用的核心在于教学内容的选择与组织以及教学活动的安排与组织：数学教学的内容有三个方面；数学教学活动的安排有四个层次及五个环节。 最后，学生是否得到发展需要评定，由此本研究提出了六项指标体系；另外，教师的课堂教学是否有利于学生的发展、教学活动是否合目的性，也需要评价，本研究也给出了一个评价体系。 这一体系建构较系统地回答了作为一个教学理论所包含的四个问题：为什么教／学?教／学什么?怎样教／学?以及教／学得怎样?这也就构成了本研究所要提出的数学教学耦动理论，并将其称之为“一种观点，二大目的，三项内容，四个层次，五个环节，六项指标”(简称“一，二，三，四，五，六”)，具体包括： ■逻辑起点 一种观点： 1．教学耦动观 ■为什么教／学? 二大目的： 2．1(终极性目的)发展观 2．2(过程性目的)主体观 ■教／学什么? 三大内容： 3．1(本体性内容)“数学” 3.n数学知识与方法3.12数学技能与思维3.13数学应用与实践 3.2(条件性内容)“学习” 3.21学习的自我诊断与评价3.22学习的基础知识与技能 3.23学习的自我监控与调节 3.3(实践性内容)“经验” 3.31学生经验世界3.31人类科学(文化)世界3.33人类生活世界.怎样教/学? 四个层次与五个环节: 四个层面:课堂教学规范(4 .1)，本体教学模式(4 .2)，学科教学方法(4 .3)，分类教学策略(4 .4) 4.1课堂教学规范(五个方面) 5 .n过程规范5.12言语规范5.13操作规范5.14行为规范 5.15管理规范 4 .2本体教学模式(五个环节) 5 .21创设情境，激发需要5.22引导探究，获得新知5.23启发思维，促成理解5.24指导练习，产生迁移5.25点拨评价，完善结构 4.3学科教学方法(五个步骤) 比如数学教学方法: 5.31设疑一一形成问题空间5.32探究一一解决问题5.”归纳一一发现规律 5 .34变式一一形成技能5.35反债一一调节补差 4.4分类教学策略 比如数学概念教学策略: 5 .41特征分析策略5.42符号化策略5.43例证策略5.44比较策略 5.45系统化策略.教/学得怎样? 六项指标〔学生发展): 学业成就(6.1)，学科能力(6.2)，学习能力(6.3)，创造性(6 .4)，迁移性(6.5)课业负担(6.6)更多还原

【Abstract】 The Theory of Coupling Interaction of Mathematics Teaching and LearningThe culture value , society value and educational value of mathematics determines the value of the existence of mathematics teaching in the fundamental educational stages.The value of the existence of mathematics teaching can be reflected through drawing up mathematics curriculum, compiling mathematics textbooks and choosing the teaching contents. In addition to these, in the end ,it is ,and most importantly ,realized by mathematics teaching practice.However, there are still some problems or rather puzzles in mathematics teaching practice. For example, teacher’s teaching is still the main part of class activity and most of them just read item by item from the text; the teacher just blindly teaches, no matter whether the students understand it or not, not to mention whether they are willing to learn or whether they are capable to learn. Not seeking the student’s all-around development but passing exams becomes the main object of teaching. Exercises take the place of teaching; Exams take the place of teaching. Teaching only emphasizes the result not the course. Memorizing is paid more attention to, while understanding is not Teachers do not lay stress on helping students learn how to think and how to study, and so on and so on. As a result, mathematics teaching has a much lower efficiency and the function of it can not be fully developed. The most important reason is that people lack the careful analysis to the relationship between teaching and learning, mathematics teaching and human development . People lack systematical thinking and further study of mathematics teaching and learning.This research synthetically adopts many methods such as questionnaire and investigation, interview, teaching experiment, administrative level research, thinking and arguing, deduction, and so on. Its basic conceptions are (1) teaching,(2) learning , (3) coupling , (4) interaction , (5) teaching and learning , (6) mathematics teaching . Its basic propositions are (1) the formation of twin relation between teaching and learning is the basic principle of the existence of teaching.(2)student’s subjective activity is the basic principle of self-development, (3)association activity and target activity are basic form of teaching.(4) subject formation and development are basic functions of teaching.(5) mathematics teaching is a form of the existence of teaching. All together it makes up a mathematics teaching theory system. It’s called the coupling interaction of mathematics teaching.Firstly, the terminal aim of teaching lies in students’ development. It is a big theme throughout the whole mathematics teaching. Another important aim of it is the formation of student subject.Secondly, mathematics teaching plays an important role in student’s development. It depends on the choice and organization of the contents and the arrangement of teaching activity. There are three aspects in the contents ; there are four levels and five links in the arrangement of activity.At last , it needs to be evaluated whether the student has achieved the development. Therefore, this research puts forward six quota systems for it. In addition, this research also gives another evaluation system to evaluate whether the teacher’s class teaching is in favour of studens’ development and whether the teaching activity is fit for the aim.This system formation has answered four questions which a teaching theory contains(that is ,why to teach/learn , what to teach/learn , how to teach /learn and its result) in a systematic way. It also makes up the theory that this research has put forward. It is also called one opinion, two aims, three contents, four levels, five links, six quotas. In detail, that is :?Logical starting:One opinion; 1. teaching coupling?why to teach /learntwo aims; 2.1 (terminal aim) development2.2 (process aim) subject 晈hat to teach /learnthree contents: 3.1 ( noumenon contents) "mathematics"3.11 mathematics knowledge and approaches3.12 mathematics techn更多还原