扩展现实辅助下的数学课程开发与实践——基于创生知识取向的课程文化视角

Development and Practice of Mathematics Curriculum Assisted by Extended Reality—From the Perspective of Curriculum Culture with a Knowledge-Generating Orientation

摘要: 本文基于创生知识取向的课程文化视角，探讨了扩展现实辅助下的数学课程开发与实践。首先回顾了扩展现实、数学课程开发与实践以及课程创生取向的相关研究，彰显了本研究的必要性和重要性。其次，结合具身认知理论和SAM敏捷课程开发模型，详细阐述了扩展现实辅助下的课程开发模式，包括准备阶段、迭代设计阶段和迭代开发阶段。在此基础上，开发了“扩展现实几何之旅”初中数学拓展性课程，并以“平面几何与立体几何”实践案例加以说明。最后，探讨了该模式对学生和教师的影响，并展望了未来的发展方向。研究结果表明，扩展现实技术为数学课程开发带来了新的思路和方法，提升了学生的学习兴趣和参与度，同时也为教师提供了更丰富的教学手段和工具。

Abstract: This paper explores the development and practice of mathematics curriculum assisted by Extended Reality (XR) from the perspective of curriculum culture with a knowledge-generating orientation. Firstly, it reviews relevant research on XR, mathematics curriculum development and practice, as well as curriculum generative orientation, highlighting the necessity and significance of this study. Secondly, by integrating embodied cognition theory and the SAM (Successive Approximation Model) agile curriculum development model, it elaborates on the curriculum development model assisted by XR, which includes the preparation phase, iterative design phase, and iterative development phase. Based on this, a junior high school mathematics extension course named “XR Geometry Journey” is designed and illustrated with a practical case of “Solid Geometry and Plane Geometry”. Finally, the paper discusses the impact of this model on students and teachers, and looks ahead to future development directions. The research findings indicate that XR technology brings new ideas and methods to mathematics curriculum development, enhancing students’ learning interest and engagement, while also providing teachers with richer teaching means and tools.