胡富珍;段志起;张自发;李延鑫;

• 1:河南师范大学
• 2:河南师范大学附属中学

摘要(Abstract)：

当前我国数学课堂的同伴互评模式研究多作为课堂学习活动的一部分进行设计，缺乏数学问题解决的评价针对性。研究在已有的同伴互评模式的基础上以波利亚的数学问题解决的四个步骤为评价量规建立支点，构建了融于数学问题解决的同伴互评模式，并提出通过理解题目量规设计、拟定方案量规设计、实施方案量规设计和回归检验量规设计，让同伴互评针对具体的数学问题解决开展评价；从同伴的观点是什么、我是否同意同伴观点和我从同伴的观点中能学到什么三个维度的回应技巧上给出具体的反馈回应策略指导，提高同伴互评的反馈质量；对于教师实施同伴互评给出接受不同的观点、拒绝唯一正确答案、把证据整合到学业表现和评分标准中、不要让个人发言代表整个群体发言、激活学生成为自己学习的主人意识五个方面给出具体的实施建议。

关键词(KeyWords)： 数学问题解决;数学课堂;同伴互评模式

Abstract:

Keywords:

基金项目(Foundation):

作者(Authors): 胡富珍;段志起;张自发;李延鑫;

DOI: 10.16140/j.cnki.1671-5330.2022.05.010

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