初中“数学实验观念”的测量框架建构与策略分析

Measurement Framework Construction and Strategy Analysis of Junior Middle School “Mathematics Experiment Conception”

基于三节初中数学实验课的教学分析,参照比格斯的SOLO分类标准,建构基于学情需要的初中数学实验观念测量框架。测量框架划分为意识水平、方法水平和能力水平三个维度,每个维度包含单式结构、复式结构、水平结构、立体结构四个层次。采取"显性变式"策略可促进意识水平维度层次的提升,反映子系统的独立性;"外源建构"策略可促进方法水平维度层次的提升,反映子系统的相容性;"内源突变"策略可促进能力水平维度层次的提升,反映子母系统的统一性。

Based on the analysis of three junior middle school mathematics classes, with reference to the SOLO taxonomy of John Biggs, the measurement framework of mathematics experiment conception has been constructed based on the learning needs of junior middle school students. This measurement framework is divided into three levels： consciousness, method and ability, each level includes unitary structure, double entry structure, level structure, and spatial structure. Respondent strategies include： visible variant strategy, external source construction strategy, and internal source mutation strategy.