中文题名: | 同伴合作数学问题解决中的学生互动研究 |
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保密级别: | 公开 |
论文语种: | 中文 |
学科代码: | 040102 |
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学生类型: | 硕士 |
学位: | 教育学硕士 |
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学位年度: | 2021 |
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研究方向: | 学科教学论(数学) |
第一导师姓名: | |
第一导师单位: | |
提交日期: | 2021-06-09 |
答辩日期: | 2021-05-29 |
外文题名: | RESEARCH ON STUDENT INTERACTION IN PEER COOPERATIVE MATH PROBLEM SOLVING |
中文关键词: | |
外文关键词: | heterogeneous peer cooperative groups ; cooperative mathematical problem solving ; student interaction |
中文摘要: |
学生在课堂教学中占据主体地位,发挥学生的主观能动性对于促进学生的发展具有重要意义。基于数学问题解决的合作学习是一种重要的教学组织方式,它在为学生提供同伴互动的机会的同时,也能够提高学生分析问题解决问题的能力。同伴合作是目前课堂中较为常见的一种方式,探究学生在同伴合作数学问题解决中的互动表现对完善同伴合作及教师组织同伴合作具有重要的参考价值。 本研究依托于中澳合作项目“Social Essential of Learning: Collaborative Learning in Australia & China”,数据取于北京市某区七年级3个班中同伴合作小组。以七年级期中测试成绩为标准刻画学生知识水平,选取9组符合条件的异质同伴合作小组为研究对象,收集了他们合作解决数学问题的过程的视频录像,并对每个学生的话语及行为进行细致分析。基于此,本研究得出以下结论: 一、异质同伴合作小组的成员在话语量和话语指标上的表现存在差异。一方面,高知识水平学生的话语量明显高于低知识水平学生;另一方面,高知识水平学生在命令、否定、评价等指标上明显高于低知识水平学生,而低知识水平则在重复、建议等指标上的表现占比较高。 二、异质同伴合作小组间成员的互动表现受同伴双方知识水平差距的影响。知识水平差距较大的小组互动较少,而当差距缩小在一个合理的范围时,高知识水平学生表现出对低知识水平学生更多的尊重,同时低知识水平学生在努力参与到任务解决中并逐渐争取任务的主动权。除此之外,任务单的位置也受同伴双方知识水平差距的影响。 同伴合作学习的效果不言而喻,但仍然存在一些弊端。通过对同伴合作数学问题解决过程中学生的互动表现的刻画,深入了解不同知识水平学生在参与过程中的特点,对教师组织和学生参与同伴合作具有重要的参考价值。 |
外文摘要: |
Students occupy a dominant position in classroom teaching, and giving full play to their subjective initiative is of great significance for promoting student development. Cooperative learning based on mathematical problem solving is an important way of teaching organization. It not only provides students with opportunities for peer interaction, but also improves students' ability to analyze and solve problems. Peer cooperation is a common way in the classroom at present. Exploring students' interactive performance in peer cooperation in solving mathematical problems has important reference value for improving peer cooperation and teachers' organization of peer cooperation. This research is based on the Sino-Australian cooperation project “Social Essential of Learning: Collaborative Learning in Australia & China”, and the data is taken from a peer cooperation group in three classes of seventh grade in a district of Beijing. Use the seventh grade mid-term test scores as the standard to characterize the students’ knowledge level, select 9 groups of qualified heterogeneous peer cooperative groups as the research objects, collect video recordings of the process of their cooperation in solving math problems, and talk about each student’s words and behaviors performance detailed analysis. Based on this, this research draws several conclusions: 1. The performance of the members of heterogeneous peer cooperation groups differs in the amount of discourse and discourse indicators. On the one hand, high knowledge students speak significantly more than low knowledge student; on the other hand, high knowledge students have higher indicators such as command, negation, and evaluation, while low knowledge students have higher proportion in repetition, suggestion and other indicators. 2. The interaction performance of the members of the heterogeneous peer cooperation group is affected by the knowledge gap between the peers. Groups with large knowledge gaps have less interaction, and when the gap is reduced to a reasonable range, students with high levels of knowledge show more respect for students with low levels of knowledge, while students with low levels of knowledge are working hard to participate in task solving and gradually strive for the initiative of the task. In addition, the position of the task list is also affected by the knowledge gap between the partners. The effect of peer cooperative learning is self-evident, but there are still some drawbacks. Through the portrayal of students' interactive performance in the process of peer cooperative mathematics problem solving, we can deeply understand the characteristics of students with different knowledge levels in the process of participation, which has important reference value for teacher organizations and students' participation in peer cooperation. |
参考文献总数: | 49 |
馆藏号: | 硕040102/21012 |
开放日期: | 2022-06-09 |