参与式教学视角下七年级数学课堂教学的策略研究

A Study on Strategies for Teaching Seventh Grade Mathematics from the Perspective of Participatory Pedagogy

摘要: 在教育改革的背景下，七年级数学课堂面临学生参与度低和教学方法单一的问题。本文基于建构主义、社会文化理论和自我效能理论，探讨了参与式教学在七年级数学课堂的应用策略。通过对百色市5所中学、共计20个七年级班级的实地课堂观察与问卷调查(有效样本量N = 612)，揭示了当前教学中学生被动接受知识、教师过度依赖讲授法的普遍现状。调研数据显示，仅28.5%的学生表示“经常参与课堂互动”，而67.3%的课堂时间由教师讲授主导。针对这些问题，研究提出了四项核心策略：首先，树立数学课堂参与式教学的新理念，教师转变为“引导者”；其次，激发学生参与意识，着力培养学生参与习惯；再次，优化小组合作模式，并融合多媒体技术辅助教学，提出“三段六步”合作路径与“动态演示 + 实时反馈”的技术整合机制；最后，构建涵盖过程性评价的多元评价体系。本文进一步界定了“七年级数学参与式教学”的具体内涵，强调其在数学学科中的情境性、建构性与互动性特征。

Abstract: In the context of educational reform, seventh-grade mathematics classrooms face issues such as low student engagement and monotonous teaching methods. Based on constructivism, sociocultural theory, and self-efficacy theory, this paper explores the application strategies of participatory teaching in seventh-grade mathematics classrooms. Through field classroom observations and questionnaire surveys conducted in 20 seventh-grade classes across five middle schools in Baise City (with a valid sample size of N = 612), the study reveals the prevalent situation where students passively receive knowledge and teachers overly rely on lecture-based methods. Survey data indicate that only 28.5% of students reported “frequently participating in classroom interactions”, while 67.3% of classroom time was dominated by teacher lectures. To address these issues, the study proposes four core strategies: First, establishing a new concept of participatory teaching in mathematics classrooms, with teachers transitioning into the role of “facilitators”; second, stimulating students’ awareness of participation and focusing on cultivating their habits of engagement; third, optimizing group collaboration models and integrating multimedia technology to assist teaching, proposing a “three-stage, six-step” collaborative approach and a “dynamic demonstration + real-time feedback” technology integration mechanism; finally, constructing a diversified evaluation system that incorporates process evaluation. This paper further defines the specific connotation of “participatory teaching in seventh-grade mathematics”, emphasizing its contextual, constructive, and interactive characteristics within the mathematics discipline.