教学资源促进数学职前教师设计项目学习的案例研究

Case Study of Teaching Resources Promoting Project-Based Learning Design for Pre-Service Mathematics Teachers

项目学习在教学中的应用正逐渐成为中国数学教育研究的热点.研究在以项目学习为主题的职前教师教育课程中,收集了反思日志、小组活动记录和访谈记录等多种文本资料,基于活动理论和拓展学习理论探究并分析了不同教学资源引发的矛盾,以及矛盾对职前教师设计项目学习产生的影响;总结了对后续相关课程或研究的启示.结果显示:课程共使用了5类教学资源帮助职前教师学习如何设计项目学习,教学资源引发的矛盾以不同方式促进职前教师的专业学习发展,并推动活动系统迭代,形成拓展学习循环.

The application of Project-based Learning in teaching is gradually becoming a hot topic in mathematics education research in our country.In the pre-service teacher education course with the theme of Project-based Learning,the study collected various textual materials such as reflective logs,group activity records,and interview transcripts,etc.Utilizing the Activity Theory and the expanding learning cycle,it analyzed the contradictions caused by different teaching resources and their impacts on the pre-service teachers’design of Project-based Learning,as well as summarized the insights for subsequent related courses or research.The results revealed that five categories of teaching resources were used in the course to assist pre-service teachers in learning how to design Project-based Learning.These teaching resources elicited different types of contradictions which promoted pre-service teachers’professional development in various ways and propelled the iteration of the activity system to form an expanding learning cycle.