数学教学中师生的数字化学习环境应用取向研究

Research on the Application Orientation of Teachers and Students in Digital Learning Environment in Mathematics

研究从数字化学习环境作用的三个层面设计调研问卷,采用方差分析法和结构方程模型法,分析数学教学中师生的数字化学习环境应用取向及其表现,证实了数字化学习环境在三个层面上的相互关联性和师生对其认可的一致性,发现了数字化环境应用中的一些问题:(1)师生在认知层面的表现普遍低于内容和技术层面;(2)教师对内容的数字化加工程度和对技术探究性功能的开发程度不能满足学生的需求;(3)数字化技术的连续性未得到充分应用,影响其认知功能的发挥。因此,要充分发挥数字化学习环境对数学教学的价值,教师需要从扩大技术手段应用、深化内容加工以及改进教学方式等方面入手。

This paper analyzes the application orientation and its performance of teachers and students in mathematics in digital learning environment through a questionnaire which covers three dimensions of the functions of digital learning environment and variance analysis and structural equation model. This study proves that the three dimensions are related to each other, and teachers and students have higher consistent recognition of them. While some problems are also found in the application. The performance of both teachers and students on the cognitive dimension is lower than that of the content and technology dimensions. The degree of digital processing of the content and the development of the inquiry function of technology cannot meet students＂ needs. Moreover, the continuity of the digital technology is not fully applied, which affects its cognitive function. Therefore, in order to give full play of the digital learning environment on mathematics teaching, teachers need to expand technology application, deepen the content processing and improve teaching methods.