小学数学课堂差异化教学模式探讨
摘 要
随着基础教育改革的深入推进，小学数学教学面临着学生个体差异显著、学习需求多元化的现实挑战。本研究以建构主义学习理论和最近发展区理论为基础，采用行动研究法、课堂观察法和问卷调查法，对小学数学课堂差异化教学模式进行系统探讨。研究选取某小学四年级两个平行班级作为实验对象，通过为期一学期的教学实践，构建了包含课前诊断、分层目标设定、差异化任务设计、动态分组和多元评价等要素的差异化教学模式。研究发现，该模式能有效提升学生的学习兴趣和参与度，实验班学生的数学成绩较对照班平均提高12.5%，且后进生的进步尤为显著。同时，教师的教学设计能力和课堂管理能力得到明显提升。本研究的创新点在于将差异化教学与小学数学学科特点深度融合，设计了可操作性的实施策略和评价体系。研究结果表明，基于学生认知水平和学习风格的差异化教学模式能够促进每个学生在原有基础上获得最大发展，为小学数学课堂教学改革提供了新的思路和实践范例。
关键词：小学数学；差异化教学；建构主义；最近发展区；行动研究
Discussion on the differentiated teaching mode of primary school mathematics classroom
Abstract
With the deepening of basic education reform, primary school mathematics teaching is faced with the practical challenges of significant individual differences among students and diversified learning needs. Based on the constructivism learning theory and the most recent development zone theory, the differentiated teaching model of primary school mathematics classroom is systematically discussed. The study selected two parallel classes in the fourth grade of a primary school as experimental ob jects. Through one semester of teaching practice, a differentiated teaching mode including pre-class diagnosis, hierarchical goal setting, differentiated task design, dynamic grouping and multiple evaluation was constructed. The study found that this model can effectively improve students' interest and participation in learning, and the math performance of students in the experimental class increased by 12.5% compared than that of the control class, and the progress of underachieving students is particularly significant. At the same time, teachers' teaching design ability and classroom management ability have been significantly improved. The innovation point of this study is the deep integration of differentiated teaching with the characteristics of primary school mathematics, and the design of operational implementation strategy and evaluation system. The results show that the differentiated teaching mode based on students' cognitive level and learning style can promote each student to achieve the maximum development on the original basis, and provide new ideas and practical examples for the reform of primary school mathematics classroom teaching.
Keywords: Elementary Mathematics; Differentiated Instruction; Constructivism; Zone of Proximal Development; Action Research
目 录
摘 要 I
Abstract II
目 录 IV
一、绪论 1
（一）研究背景和意义 1
（二）国内外研究现状分析 1
二、小学数学课堂差异化教学的理论基础 3
（一）差异化教学的概念界定 3
（二）小学生数学学习特点分析 3
（三）差异化教学的理论依据 4
（四）小学数学课堂实施差异化的必要性 5
三、小学数学课堂差异化教学模式的构建 7
（一）学生分层策略与方法 7
（二）教学目标与内容的差异化设计 7
（三）教学方法与手段的多样化运用 8
（四）评价体系的个性化构建 9
四、小学数学课堂差异化教学的实施策略 11
（一）课前准备阶段的差异化设计 11
（二）课堂教学中的差异化实施路径 12
（三）课后辅导的个性化方案制定 12
（四）教师专业发展支持体系构建 13
五、结论 15
参考文献 16
致 谢 17
摘 要
随着基础教育改革的深入推进，小学数学教学面临着学生个体差异显著、学习需求多元化的现实挑战。本研究以建构主义学习理论和最近发展区理论为基础，采用行动研究法、课堂观察法和问卷调查法，对小学数学课堂差异化教学模式进行系统探讨。研究选取某小学四年级两个平行班级作为实验对象，通过为期一学期的教学实践，构建了包含课前诊断、分层目标设定、差异化任务设计、动态分组和多元评价等要素的差异化教学模式。研究发现，该模式能有效提升学生的学习兴趣和参与度，实验班学生的数学成绩较对照班平均提高12.5%，且后进生的进步尤为显著。同时，教师的教学设计能力和课堂管理能力得到明显提升。本研究的创新点在于将差异化教学与小学数学学科特点深度融合，设计了可操作性的实施策略和评价体系。研究结果表明，基于学生认知水平和学习风格的差异化教学模式能够促进每个学生在原有基础上获得最大发展，为小学数学课堂教学改革提供了新的思路和实践范例。
关键词：小学数学；差异化教学；建构主义；最近发展区；行动研究
Discussion on the differentiated teaching mode of primary school mathematics classroom
Abstract
With the deepening of basic education reform, primary school mathematics teaching is faced with the practical challenges of significant individual differences among students and diversified learning needs. Based on the constructivism learning theory and the most recent development zone theory, the differentiated teaching model of primary school mathematics classroom is systematically discussed. The study selected two parallel classes in the fourth grade of a primary school as experimental ob jects. Through one semester of teaching practice, a differentiated teaching mode including pre-class diagnosis, hierarchical goal setting, differentiated task design, dynamic grouping and multiple evaluation was constructed. The study found that this model can effectively improve students' interest and participation in learning, and the math performance of students in the experimental class increased by 12.5% compared than that of the control class, and the progress of underachieving students is particularly significant. At the same time, teachers' teaching design ability and classroom management ability have been significantly improved. The innovation point of this study is the deep integration of differentiated teaching with the characteristics of primary school mathematics, and the design of operational implementation strategy and evaluation system. The results show that the differentiated teaching mode based on students' cognitive level and learning style can promote each student to achieve the maximum development on the original basis, and provide new ideas and practical examples for the reform of primary school mathematics classroom teaching.
Keywords: Elementary Mathematics; Differentiated Instruction; Constructivism; Zone of Proximal Development; Action Research
目 录
摘 要 I
Abstract II
目 录 IV
一、绪论 1
（一）研究背景和意义 1
（二）国内外研究现状分析 1
二、小学数学课堂差异化教学的理论基础 3
（一）差异化教学的概念界定 3
（二）小学生数学学习特点分析 3
（三）差异化教学的理论依据 4
（四）小学数学课堂实施差异化的必要性 5
三、小学数学课堂差异化教学模式的构建 7
（一）学生分层策略与方法 7
（二）教学目标与内容的差异化设计 7
（三）教学方法与手段的多样化运用 8
（四）评价体系的个性化构建 9
四、小学数学课堂差异化教学的实施策略 11
（一）课前准备阶段的差异化设计 11
（二）课堂教学中的差异化实施路径 12
（三）课后辅导的个性化方案制定 12
（四）教师专业发展支持体系构建 13
五、结论 15
参考文献 16
致 谢 17
