幾何項(xiàng)目教學(xué)設(shè)計(jì)技能訓(xùn)練及評(píng)價(jià)研究


目 錄
第一章 緒論 1
1.1 研究背景 1
1.2 研究目的與意義 1
1.3 國(guó)內(nèi)外研究現(xiàn)狀（文獻(xiàn)綜述） 2
1.4 研究方法 2
第二章 目前基于TPACK應(yīng)用的教學(xué)設(shè)計(jì)現(xiàn)狀調(diào)查分析 4
2.1 關(guān)于中小學(xué)教師TPACK應(yīng)用能力現(xiàn)狀 4
2.2 江蘇大學(xué)數(shù)學(xué)師范生技能訓(xùn)練現(xiàn)狀分析 6
第三章 重視研究師范生TPACK應(yīng)用水平的原因分析 12
3.1 教師擁有整合技術(shù)的學(xué)科教學(xué)知識(shí)TPACK能力是新教師培養(yǎng)的最新標(biāo)準(zhǔn) 12
3.2 新課程標(biāo)準(zhǔn)的實(shí)踐要求 13
第四章 提高師范生教學(xué)設(shè)計(jì)的TPACK水平(以幾何項(xiàng)目為例)的研究 14
4.1 課堂學(xué)習(xí)——幾何畫板基本圖形學(xué)習(xí)夯實(shí)基礎(chǔ) 14
4.2 課題研究 14
4.2.1復(fù)雜的動(dòng)態(tài)圖形作圖探究“變式”問(wèn)題 14
4.2.2 中、高考難題案例分析：講解課件制作、流程圖、教學(xué)設(shè)計(jì)、講課稿 17
第五章 利用微課程提升TPACK理論知識(shí)和技術(shù)知識(shí) 21
5.1 微課的理念簡(jiǎn)介 21
5.2 微課的案例 21
總結(jié) 28
致謝 29
參考文獻(xiàn) 30


摘要 本文主要通過(guò)對(duì)中小學(xué)教師TPACK應(yīng)用能力現(xiàn)狀調(diào)查和對(duì)江蘇大學(xué)數(shù)學(xué)師范生技能訓(xùn)練現(xiàn)狀分析目前基于TPACK應(yīng)用的教學(xué)設(shè)計(jì)現(xiàn)狀，從新教師標(biāo)準(zhǔn)、新課程標(biāo)準(zhǔn)兩個(gè)方面對(duì)提高師范生ATPCK應(yīng)用水平的原因進(jìn)行分析，并以幾何項(xiàng)目為例、幾何畫板為教學(xué)輔助手段，從課堂練習(xí)基本圖形學(xué)習(xí)夯實(shí)基礎(chǔ)的初級(jí)階段到課題研究，到整合教學(xué)技術(shù)和學(xué)科知識(shí)的高級(jí)階段，給出提高師范生教學(xué)設(shè)計(jì)能力的建議。更進(jìn)一步，再?gòu)奈⒄n程著手，通過(guò)微課案例進(jìn)一步提升師范生的TPACK理論知識(shí)和技術(shù)知識(shí)。因?yàn)槟壳皫煼渡鄙僬媸堑慕虒W(xué)環(huán)境，本文旨在能夠引起高校對(duì)師范生TPACK的應(yīng)用水平的重視。但是，仍然存在很多現(xiàn)實(shí)問(wèn)題，比如師范生也是學(xué)生，他們與中小學(xué)生不一樣，需要的不僅僅是聽(tīng)從老師的指導(dǎo)，更重要的是要有自己對(duì)專業(yè)的想法。師范生除了要專業(yè)知識(shí)扎實(shí)，同時(shí)還有把TPACK融入到一切與教學(xué)相關(guān)的學(xué)?；顒?dòng)中。另外，本文提出的措施，只能解決一部分問(wèn)題，并不能從根本上解決現(xiàn)在師范生實(shí)踐機(jī)會(huì)少的問(wèn)題。因此，高校還要努力重視這部分內(nèi)容。
關(guān)鍵詞：教學(xué)設(shè)計(jì) TPACK 微課



Students' Teaching design Skills Training and eva luation on geometry project
Abstract the current status of the design TPACK-based teaching applicationsion of Normal College Students of Jiangsu University by the status of the investigation TPACK application capabilities and the status of primary and secondary teachers of mathematics skills was analyzed in this paper , the new teacher standard and new curriculum to improve the level of application of normal College students ATPCK analysis of the causes and geometric project as an example, Geometer's Sketchpad teaching aids, learning from the classroom to practice basic graphics to reinforce the foundation of the initial stage of research, teaching techniques and disciplines to integrate knowledge of advanced stage, given normal students to improve teaching the proposed design capabilities. Furthermore, from the micro-courses begin, to further enhance the theoretical knowledge and technical knowledge TPACK normal students through micro-lesson stories. Because the current lack of normal students really learning environment, this paper aims to be able to pay attention to the Normal college students TPACK the application level. However, there are still many practical problems, such as normal students but also students, and the students are not the same, requires more than just listen to the teacher's guidance, more important is to have your own thoughts on the profession. Normal students in addition to solid professional knowledge, as well as all the TPACK into schools and teaching-related activities. In addition, the measures proposed in this paper can only solve part of the problem, does not fundamentally solve the normal students the opportunity to practice now fewer problems. Therefore, universities should strive to pay attention to this part.

Key words Teaching design TPACK Micro lesson