【作者】 袁顶国；

【导师】 朱德全；

【作者基本信息】 西南师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 本研究由理论性研究(设计)与实证性研究(实验)两部分构成。首先,导源于世界课程与教学改革的一体化研究取向,立足于当前初中数学教学设计实践中,要么过分强调以“教师”为中心的“教程”式设计,要么过分强调以“学生”为中心的“学程”式设计的现实状况,在数学新课程基本理念、目标与要求的关照下,从理论上构筑了主题式教学设计的理论模型,包括由内化、情境化、优化、(情境化)、外化与活化构成的五化学习过程论、由四个层级五个子系统构成的开放型系统教学结构模型,以及由教师“六教”与学生“六学”交互作用、螺旋发展的“双适应双发展”目标结构。其次,依托于五化学习过程论、开放型系统教学结构模型以及“再创造”教学思想。以在教学交互作用过程中实现师生“双适应双发展”为目标,从实践上探索了拟将“教程”式设计与“学程”式设计相整合的,由课程内容主题化、主题内容问题化、问题焦点生活境脉化、生活境脉问题化、问题焦点互动解决化、知识运演结构化、能力迁移与知识活化这七个环节构成的主题式教学设计的操作模型——主题式教学过程设计模式。以遵循主题教学设计的基本原理、准则与要求的主题式教学为自变量,以师生关系、学生数学学习兴趣、数学学习方式、数学学习能力及数学学业成绩为因变量,分别对初中一、二年级学生进行了一个学期的实验研究,研究结果表明: 1.主题式教学设计能实现教师角色由“知识权威型”向“平等中的首席”的转换,形成良好的师生关系。 2.主题式教学设计能使抽象的数学生活化、具体化、情境化,进而激发学生更多还原

【Abstract】 This study is made up of theoretical and experimental research. In the practice of mathematical teaching design, most teachers particularly emphasize on the design of teacher’s Teaching Course or on the design of student’s Learning Course. Firstly, based on the integrative trend of curriculum and teaching reform in the world, and the primary idea, objectives and requirements of new mathematical curriculum, this study constructed the theoretical model of Subject Teaching Design including learning theory of five process of conversion, model of open systemic instructional structure, and structure of objectives. Learning theory of five-process of conversion is made up of assimilation, coinciding with real life, optimization, output, and activation. The model of open systemic instructional structure includes four levels and five subsystems. The structure of objectives is made up of interaction of teachers’ six-level teaching and students’ six-level learning and the bidirectional spiral adaptation and development of teachers and students. Secondly, relying on learning theory of five-process of conversion, model of open systemic instructional structure and instructional theory of re-creation, and aiming at the bidirectional spiral adaptation and development of teachers and students in the interacting process of teaching, the study made an exploring research on the operating model of Subject Teaching Design in Mathematics at the Junior High School, integrating the design of teacher’s Teaching Course and student’s Learning Course. The operational process of Subject Teaching Design includes seven stages, ranging from raising subjects from content of更多还原