2926.支架式教學(xué)在初中數(shù)學(xué)教學(xué)中的應(yīng)用研究——以二次函數(shù)教學(xué)為例

1、杭州師范大學(xué)研究生學(xué)位論文獨(dú)創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得揎劌監(jiān)整盤堂或其他教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示謝意。學(xué)位論文作者簽名：厙之，者簽字日期：矽J5年，多月，多日學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解盈

2、型盟墊盤堂有權(quán)保留并向國家有關(guān)部門或機(jī)構(gòu)送交本論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)揎劌塑塾盤堂可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索和傳播，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。(保密的學(xué)位論文在解密后適用本授權(quán)書)學(xué)位論文作者簽名：饞蠡導(dǎo)師簽名：簽字日期：沙陟年I≯月f弓日簽字門期≯杭州師范大學(xué)碩士學(xué)位論文支架式教學(xué)在初中數(shù)學(xué)教學(xué)中的應(yīng)用研究AbstractScaffoldinginstru

3、ctionisakindofbasedonthelearner’Scurrentdevelopmentlevel，systemandorderly，canusevariousmethodstoguidethelearneractivelyconstructingknowledgeandskilIstoa蜘gherlevelofdevelopmentofteachingmodeTeachercarefullycreatingCanstim

4、u1atestudentstoexploretheproblemsituationofdesireandthenbuildbrackettosupportthelearnerstoconstructfinallyinordertodeveloplearners’abilitytoactivelyconstructinggraduallywithdrawsupport；Withinthestudent”，”thezoneofproxima

5、ldevelopmentteachersencouragestudentstocarryoutinquirylearningandcollaborativelearningandlearningeffectevaluationPreviousscaffoldinginstructionresearchlimitedtohJighschoolandelementaryschoolmathematics，thejuniormiddlesch

6、oolmathematicsconceptteaching’andSOonrarelyquadraticfunctionofthejuniorhighschoolteachingresearchintheapplicationThisresearchmainlystudiesthestudentstudiesthefunction”，”thezoneofproximaldevelopment，quadraticfunctionofthe

7、juniorhighschoolteachingofscaffoldingteachingapplicationresearchquadraticfunctionteachingeffectivenesstoprovideevidenceforimprovingthejuniormiddlesch001Theresearchquestionofthispaper：throughthequestionnairesurvey，intervi

8、ews，etctounderstandstudentsfunction”，”thezoneofproximaldevelopment；Teachersaccordingtostudents”，”thezoneofproximaldevelopment，setupsomesupport，creatingaproblemsituationt0letstudentsactivelyconstructknowledge；Whenbuilding

9、scaffoldandwhentowithdrawsupportonlyisadvantageoustothestudenttotheknowledgesignificanceconstructionScaffoldingenterthesituationtheindependentexplorationcooperativelearningadoptwhatkindofevaluationtomaketeachingmoreeffec

10、tiveThisresearchaccordingtothefollowingprocessAccordingtotheresearchproblemsinliteratureresearchquestionnaire，inwhichrepeatedadviceandrevisedpartoftheinterviewandquestionnaire，theconclusion；Advancedscaffoldinginstruction

11、theoryisappliedtotheteachingofthequadraticfunctionsomestrategiesareobtainedthusimprovethequadraticfunctionteachingeffectivenessTheconclusionofthisstudy：byquadraticfunctionintheexperimentalclassteachingtocarryoutthepracti

12、ceofscaffoldinginstructionquadraticfunctioneffecthavegreatprogress，morethanthatincomparativeclasses，andmoreharmoniOusrelationshipbetweenteachersandstudents，theclassroomatmospheremoreactiveTrydifferenttypesofstentsinquadr

13、aticfunctionteaching；Createascientificandreasombleproblemsituationandbuildaknowledgeconstructionofstents，gotsomeevaluationstrategytopromotethedevelopmentofstudentsBuildlearningsupportcreatingproblemsituationandeffecteval

14、uation，istolearnasthecenter，tobeborntoconsidertherecentdevelopmentsofstudents；Summedupfivekindsofmethodsandstrategiesofcreatingproblemsituation；Justtalkedaboutatthebeginningofscaffoldinginstructionmodeevaluationstrategy，