增强现实背景下数学知识创生模式探索——基于创生知识课程取向

Exploration of the Generation Mode of Mathematical Knowledge in the Context of Augmented Reality—Based on the Curriculum Orientation of Generative Knowledge

摘要: 创生知识课程以学习者为中心，具有真实性、社会性和开放性，是一种激发学生创造力的课程取向，而增强现实辅助教学可以更好地帮助学生创生知识。为了促进增强现实更好地辅助教学，本研究围绕教师智慧、学生知识创生、AR数学教学资源库三个要素，知识创生螺旋模型的四个场所以及课前、课中和课后三个环节，开发了增强现实辅助下的初中数学知识创生模式，并基于“生动科学AR”APP进行设计案例。基于此模式，希望对初中数学教育有所启示。

Abstract: The curriculum orientation of generative knowledge is learner-centered, featuring authenticity, sociality, and openness. It is a curriculum orientation that stimulates students’ creativity, and augmented reality-assisted teaching can better help students generate knowledge. In order to promote the better application of augmented reality in teaching, this research focuses on three elements: teachers’ wisdom, students’ knowledge generation, and the AR mathematics teaching resource library, as well as the four fields of the knowledge-generation spiral model and the three stages of pre-class, in-class, and after-class. An augmented-reality-assisted junior high school mathematics knowledge-generation model has been developed, and a design case has been carried out based on the “Vivid Science AR” APP. Based on this model, it is hoped that it can provide some inspiration for junior high school mathematics education.