幾何項目教學設計技能訓練及評價研究


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 國內(nèi)外研究現(xiàn)狀（文獻綜述） 2
1.4 研究方法 2
第二章 目前基于TPACK應用的教學設計現(xiàn)狀調(diào)查分析 4
2.1 關(guān)于中小學教師TPACK應用能力現(xiàn)狀 4
2.2 江蘇大學數(shù)學師范生技能訓練現(xiàn)狀分析 6
第三章 重視研究師范生TPACK應用水平的原因分析 12
3.1 教師擁有整合技術(shù)的學科教學知識TPACK能力是新教師培養(yǎng)的最新標準 12
3.2 新課程標準的實踐要求 13
第四章 提高師范生教學設計的TPACK水平(以幾何項目為例)的研究 14
4.1 課堂學習——幾何畫板基本圖形學習夯實基礎 14
4.2 課題研究 14
4.2.1復雜的動態(tài)圖形作圖探究“變式”問題 14
4.2.2 中、高考難題案例分析：講解課件制作、流程圖、教學設計、講課稿 17
第五章 利用微課程提升TPACK理論知識和技術(shù)知識 21
5.1 微課的理念簡介 21
5.2 微課的案例 21
總結(jié) 28
致謝 29
參考文獻 30


摘要 本文主要通過對中小學教師TPACK應用能力現(xiàn)狀調(diào)查和對江蘇大學數(shù)學師范生技能訓練現(xiàn)狀分析目前基于TPACK應用的教學設計現(xiàn)狀，從新教師標準、新課程標準兩個方面對提高師范生ATPCK應用水平的原因進行分析，并以幾何項目為例、幾何畫板為教學輔助手段，從課堂練習基本圖形學習夯實基礎的初級階段到課題研究，到整合教學技術(shù)和學科知識的高級階段，給出提高師范生教學設計能力的建議。更進一步，再從微課程著手，通過微課案例進一步提升師范生的TPACK理論知識和技術(shù)知識。因為目前師范生缺少真是的教學環(huán)境，本文旨在能夠引起高校對師范生TPACK的應用水平的重視。但是，仍然存在很多現(xiàn)實問題，比如師范生也是學生，他們與中小學生不一樣，需要的不僅僅是聽從老師的指導，更重要的是要有自己對專業(yè)的想法。師范生除了要專業(yè)知識扎實，同時還有把TPACK融入到一切與教學相關(guān)的學?；顒又?。另外，本文提出的措施，只能解決一部分問題，并不能從根本上解決現(xiàn)在師范生實踐機會少的問題。因此，高校還要努力重視這部分內(nèi)容。
關(guān)鍵詞：教學設計 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