【作 者】：
莫 尉， 张 屹， 付郧华， 林 嘉， 林裕如， 高晗蕊
【关 键 词 】：
体验学习； 学习资源； 图形与几何； 空间观念； 学习兴趣
【栏 目】：
学习环境与资源
【中文摘要】：
课堂中引导小学生经历观察、实验、推理等体验活动，是综合提升几何素养的关键。为探讨课堂环境下体验学习的有效开展形式，提高几何教学成效，文章提出了以演示、操作、关联、发散机制为核心的基于图形化交互资源的体验学习框架。以“圆的认识”学习为例，采用准实验研究方法，以某小学六年级76名学生为研究对象，通过质性内容分析、问卷调查及访谈分析等探究了基于图形化交互资源的体验学习框架的有效性。结果表明：（1）图形化交互资源支持下的体验学习能显著提高学生几何概念掌握水平，在培养空间观念素养上较常规多媒体教学有显著优势；（2）图形化交互资源支持下的体验学习能较好地激发学生学习兴趣，对基础优良学生的领域知识价值感受有更大的促进作用；（3）图形化交互资源的应用未增加学生认知负荷。基于研究结果，建议突出图形化交互资源的动态可视化表征和多感官操作反馈，创设具有连贯性挑战的课堂体验环境，以促进核心素养培养。
【英文摘要】：
Guiding pupils to conduct experiential learning activities such as observation, experimentation, and reasoning in the classroom has become the key to comprehensively improving their geometric literacy. In order to explore effective ways of experiential learning in the classroom environment and improve the effectiveness of geometry teaching, this study proposes a framework for experiential learning based on graphical interactive resources with demonstration, manipulation, correlation, and dispersion mechanisms as the core. Taking "Understanding circles" as an example, a quasi-experimental study is conducted with 76 sixth grade pupils in a primary school to investigate the effectiveness of the experiential learning framework based on graphical interactive resources through qualitative content analysis, questionnaire survey and interview analysis. The results indicate that: (1) experiential learning supported by graphical interactive resources can significantly improve students' understanding of geometric concepts, and has a significant advantage over conventional multimedia teaching in cultivating spatial concept literacy; (2) Experiential learning supported by graphical interactive resources can better stimulate students' interest in learning, and has a greater contribution to promoting students' perception of domain knowledge with good foundation; (3) The application of graphical interactive resources does not increase students' cognitive load. Based on the results of the study, it is suggested that the dynamic visual representation and multi-sensory operational feedback of graphic interactive resources should be highlighted to create a classroom experiential environment with coherent challenges to promote core literacy development.