| 英文摘要 |
The cultivation of mathematics discipline competence is the key path to the implementation of mathematics core literacy, and the analysis of learning situation pointing to disciplinary competence has become the key to the realization of tailor-made teaching. How to scientifically characterize the content and data of the learning situation that points to mathematics discipline competence, and carry out the practice of learning situation analysis has become an urgent research issue. On the basis of exploring the mechanism of implicit cognition and explicit behavior in the formation of mathematics discipline competence, the paper deeply analyzes the figurative, quantitative, and correlative representational relationship among discipline competence, learning situation analysis content, learning situation analysis data. Combining observation, judgment, analogy, explanation, verification, questioning and other explicit behaviors of mathematics discipline competence with mathematical concepts, properties, relationships, and laws, and relying on the technological support provided by the smart classroom environment for the cultivation of mathematics discipline competence, the paper constructs a framework of learning situation analysis pointing to the mathematics discipline competence. The framework includes learning situation content such as identifying and expressing mathematical concepts, expressing mathematical relationships, discovering mathematical laws, and learning situation data such as assessment data, evaluation data, online learning data, and knowledge network data. Finally, based on the framework of learning situation analysis pointing to mathematics discipline competence, the paper proposes a practical path of learning situation analysis pointing to mathematics discipline competence in a smart classroom environment by taking the behavioral performance of discipline competence, the design of learning situation analysis tools, the intelligent collection of learning situation data, and the in-depth analysis of students’ learning situation as the four major practice links, and using the functions of real-time mutual evaluation, automatic reviewing, on-line evaluation, task clocking, and learning situation report as the technical aids.
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