Theoretical basis of structured teaching research

1, wertheimer's Gestalt Learning Theory? 2. genetic epistemology of Piaget 3. Bruner's structuralist teaching theory? 4. Ausubel's cognitive assimilation theory.

5. Robert Jeffrey Sternberg's ternary intelligence theory. Constructivism learning theory. He Puliang's teaching principle of data evil structure.

Wu Yaping and Structured Teaching.

"Use" teaching materials with the overall structural consciousness;

(1) Long-distance two-stage teaching strategy, by vertically clicking on its logic, forms a structural connection from simple to complex, and bloodthirsty actively grasps the knowledge structure before and after unit teaching; -learning mentality and the ability to discover structure, form structure and expand by analogy.

(2) Using the teaching strategy of "whole first and then differentiation", taking horizontal points as the unit, and forming a whole according to its inherent class characteristics. Perceive the whole first and then understand the local knowledge. -emphasizing the process of discovering, summarizing and abstracting the characteristics and characteristics of things from a large number of concrete materials through overall perception and analysis and comparison, and understanding the general thinking method of understanding things (special-general induction)

(2) "Use" textbooks with the consciousness of integration and infiltration.

(3) "Use" textbooks with the consciousness of exploration and discovery.

(1) With the overall vision of a teaching unit or teaching section, through the surfaces of different points, it is found that * * * is related to the essence and internal structure. (the overall understanding of the knowledge structure of multi-level disciplines, including the knowledge processing of units, grades and students and the organization of teaching materials) a horizontally, the whole first and then the part; B. the vertical connection points logically form a structural chain; C teaching materials are connected with life.

(2) Long-term planning, continuous promotion: a) Teaching content arrangement "whole-part-whole again"? B. The arrangement of teaching strategies is structural: "teaching structure-use structure"; ? The design of teaching structure is holistic: the grades are progressive vertically, the same grade is continuous horizontally, and the comprehensive perception of a single class is inclusive.

Chapter two? Textbook Interpretation of Structured Teaching

First of all, interpret the structural system of teaching materials.

1, Interpretation of Content Standard of Learning Section

2. The distribution of knowledge content in various fields of teaching materials

3. Interpret the teaching material content structure of a unit: the content setting and class arrangement of the list analysis unit.

Ask questions to further interpret the textbook: what life experience and learning experience do students have; The arrangement level of each kind of knowledge; Connection of various parts, etc. ...

4. Explain the content structure of a class.

Only by deeply understanding the content structure of textbooks can we better implement structured teaching and organize structured learning activities, and then cultivate students' overall and systematic awareness of knowledge learning and promote the formation and development of students' structured thinking.

Second, interpret the essential connotation of teaching materials: knowledge connotation, ideological connotation, cultural connotation and life connotation.

Third, interpret the unfolding logic of teaching materials.

Fourth, understand the goal orientation and research methods of mathematical knowledge

Understand the goal orientation of mathematical knowledge;

Understanding the goal orientation of the same knowledge point in different years: comparing and analyzing the similarities and differences of the goal level

Interpret the goal orientation of related knowledge points in different grades: for example, find the law in graphic arrangement, figure arrangement and calculation ... (In teaching, we should find the starting point of students' cognition, make effective use of students' formed knowledge and experience to explore the law, and help students build a knowledge structure systematically)

Five, how to learn textbooks

(A) learning curriculum standards and understanding the new nature of teaching standards.

(2) Compare the textbooks and find out the similarities and differences between the old and new textbooks and different versions of textbooks: 1, browse the textbooks and feel the whole; 2. Compare page by page and study carefully; 3. Pay attention to different versions and understand the similarities and differences of content settings; 4. Read through the textbook and be familiar with the context, arrangement order, position and function.

(3) Ask questions

(4) according to the strip finishing.

Although reading and thinking is a special exploration of structured teaching of primary mathematics, it comprehensively and systematically expounds the related concepts and methods of reading textbooks, which is worth learning from our disciplines.

The cultivation of structured thinking, or structured teaching thought, must first organize knowledge, which is in line with the "big unit" design characteristics of deep learning. How to form a structured knowledge system, we must interpret the curriculum standards and teaching materials and analyze them from macro to micro, so as to build a knowledge "forest", avoid one-sided and fragmented teaching, make the teaching content coherent first, and pave the way for the formation of the logical structure of the teaching content.

Vertically, this chapter advances the analysis from several aspects: learning cycle-knowledge field-unit-class hours, which is worth learning from.

Horizontally, we can pay attention to several aspects when reading textbooks: knowledge, thought, culture and life. Of course, the contents of different disciplines are different, but these dimensions are worth learning from.

When constructing the knowledge structure system, we can pay attention to the target positioning of the same knowledge point in different years, and also find out the target positioning of related knowledge points in different years, which is helpful to clarify the teaching objectives of knowledge points in different years, identify the cognitive starting point of students, establish hierarchical learning goals, and improve the knowledge structure.

Chapter three? Exploration of Structured Teaching Concept

First, the core concepts, teaching principles and the construction of classroom structure

Core concept

1, knowledge structure and cognitive structure 2, content structure and target structure (semester-school year-semester-unit-class hour)

3. Thinking structure and structured thinking

Thinking structure: thinking purpose-thinking process-thinking materials-thinking quality-thinking monitoring-thinking non-cognitive factors.

Structured thinking-when facing a job or a difficult problem, a person can think from many aspects, deeply analyze the causes of the problem, make an action plan systematically, and take appropriate measures to carry out the work efficiently and achieve high efficiency.

? Structured thinking of primary school mathematics mainly refers to that primary school students can gain experience related to current problems from many existing experiences when facing mathematical problems, make judgments quickly, determine problem-solving methods and solve problems correctly. (modification and expansion)

To implement structured teaching, we should fully understand the elements of thinking structure. Through the design of teaching process and the organization of teaching activities, students can experience the process of discovering, analyzing, exploring and solving problems, and gradually internalize the knowledge structure into the students' cognitive structure, thus forming structured thinking.

(B) Teaching principles

1. lesson preparation principle: conduct new teaching according to students' original lesson preparation state-understand the knowledge structure of textbooks and students' existing experience, and study how to adjust and integrate the content structure of textbooks to adapt to students' knowledge preparation and cognitive development preparation; Improve teaching methods and strategies.

2. Intuitive principle: fully provide physical objects for students to operate and penetrate, gain rich perceptual experience, and guide students to deeply observe and think about the essential causes and results of phenomena.

3. Question principle: design key questions, interesting, life-like and exploratory question situations, and mobilize the enthusiasm of thinking-learning activities are carried out in the process of exploring and solving problems.

4. Autonomy principle: Give full play to students' independence, autonomy and creativity.

5. Difference principle: Teaching students in accordance with their aptitude.

6. Consolidation principle: review the past and learn the new (consolidate the knowledge structure on the basis of learning to understand)

The Construction of Classroom Structure

1, tracing source, triggering continuity

? ① Continuous starting point: identify the starting point of students' practical experience and logical experience, and realize the natural migration from knowledge-based learning to cognitive structure.

? (2) Continuity of elements: organically link all knowledge elements into students' original cognitive structure to form a new cognitive structure and an orderly knowledge network.

? ③ Sustained goal: pay attention to the discipline's own laws and characteristics, and make clear what the goal is to teach and to what extent.

2. Step by step, which means connection.

After mastering the structural relationship of subject-level knowledge, teachers process and reorganize the contents of teaching materials to promote the horizontal and vertical correlation of knowledge points and promote the communication between text knowledge of teaching materials and students' real life and personal experience.

Structured teaching-around the logic of knowledge structure-promotes students' independent construction, mutual assistance and inquiry, and effectively improves the overall efficiency of learning. -Find out the points, lines and surfaces of knowledge structure, highlight the main thread of knowledge connection from the starting point of the problem, make the structure organically connected-help students clearly sort out the "structural elements" and form the "structural state"-the classroom inquiry process of structured learning.

3. Even before the delay, the cycle continues.

Recycle application, deepen understanding, promote internalization, review and reflect on knowledge (knowledge construction), infiltrate background knowledge, and pave the way for subsequent knowledge.