数学教育学报2025，Vol.34Issue(1)：28-36,76,10.
新课改背景下教师如何干预指导小组合作解决问题
Research on Teachers'Intervention to Guide Group Collaborative Problem Solving under the Background of New Curriculum Reform
摘要
Abstract
Curriculum reform of compulsory education advocates cooperative inquiry learning in comprehensive and practical activities.There are still unexplored areas in both theory and practice regarding how teachers can effectively intervene to guide group activities based on the learning context and foster the development of shared cognition within groups.The case study showed that the group intervention implemented by teachers had a dynamic diagnostic-guidance practice characteristic.The case teacher focused on requiring students to return to task reading and peer paraphrasing and explanation in typical events,but lacked detailed guidance on reading strategies and cooperative norms,and the groups did not achieve the goal of collaborative problem-solving.Under the background of curriculum reform,teachers should actively try and practice the principles of curriculum reform.They should concentrate on the multidimensional integration of cognition,social interaction,and emotions within intervention groups,while also stimulating students'learning subjectivity in collaborative problem-solving;Teachers can improve the quality of intervention guidance by enhancing their knowledge of mathematics teaching.关键词
合作问题解决/干预指导/个案研究/精细化分析Key words
collaborative problem solving/intervention guidance/case study/refined analysis分类
社会科学引用本文复制引用
唐海军,赵文君,孙学敏,王佳佳..新课改背景下教师如何干预指导小组合作解决问题[J].数学教育学报,2025,34(1):28-36,76,10.基金项目
国家社会科学基金"十四五"规划2022年度教育学青年课题——人工智能支持下聚焦关键教学行为的课堂教学评价研究(CHA220300) （CHA220300）
2022年四川义务教育高质量发展研究中心项目——面向核心素养的中小学生数学"学习体验"说写活动实践研究(YWYB-2022-27) （YWYB-2022-27）
2022年四川文理学院高层次人才项目——认知神经科学视域下学生数学学习体验模型建构的实证研究(2022GCC01Z) （2022GCC01Z）
