摘要
在新一轮课程改革的大背景下,针对学科交叉知识的整合,创设真实的问题情境,实施跨学科教学,是落实学生核心素养培养的有效途径。基于ARCS模型,以“反比例函数”教学为载体,从注意、关联、信心、满意等维度,阐述在数学跨学科中激发学生的内生动力,培养学生学习的主体自觉性,促进学生数学学科核心素养和关键能力的融合发展。
In the context of a new round of curriculum reform,aiming at the integration of interdisciplinary knowledge,creating real problem situations and implementing interdisciplinary teaching are effective ways to implement the cultivation of students’core competencies.Based on the ARCS model,and using the teaching of“inverse proportional function”as a carrier,this paper explains the stimulation of students’endogenous motivation in the interdisciplinary learning of mathematics from the dimensions of attention,association,confidence,satisfaction,etc.,in order to cultivate students’subjective consciousness of learning,and promote the integrated development of students’core competencies and key abilities in mathematics.
出处
《科教文汇》
2023年第22期170-173,共4页
Journal of Science and Education
基金
辽宁省普通高等教育本科教学改革研究项目“以学科核心素养为导向融合STEM教育理念的跨学科教学研究与实践”(2022.7)
辽宁师范大学研究生教育教学改革研究资助项目“创新型STEM教师培养的教育硕士项目式教学研究与实践”(YJSJG202305)。
关键词
ARCS模型
跨学科教学
初中数学
the ARCS model
interdisciplinary teaching
junior mathematics