高中生圆锥曲线学习障碍及应对策略的研究

发布时间：2017-12-28 17:11

本文关键词：高中生圆锥曲线学习障碍及应对策略的研究　出处：《苏州大学》2015年硕士论文　论文类型：学位论文

【摘要】：圆锥曲线是高考中的重点和难点,是高中解析几何的核心内容,具有承上启下重要的作用.在这一章节,学生借助平面坐标系实现代数与几何、方程和曲线的相互转化,能够充分感受到数形结合的魅力所在.高中生学好圆锥曲线有利于塑造自身开拓、灵活、创新的思维模式.然而由于很多圆锥曲线问题的题意比较复杂,相对于其他章节,对学生的运算能力也提出了更高的要求,容易在分析和运算上形成学习障碍.那么学生在学习圆锥曲线的过程中,究竟有哪些具体的学习障碍?作为教师又应该如何应对这些学习障碍?本文将通过调查和分析高中生学习圆锥曲线中的认知水平与学习障碍,尝试探寻有利于排除学习障碍的教学方案.研究采用了定性与定量相结合的方法,以苏州市工业园区苏州大学附属中学高三理科的211名学生作为研究对象,借助SOLO分类法编制了测试题,划分了学生的解答,并结合调查问卷和访谈的结果调查了高中生在学习圆锥曲线过程中存在的学习障碍,主要有以下几点:(1)学生学习圆锥曲线的信心不足,普遍存在畏难情绪;(2)学生没有养成提前预习和及时复习的良好习惯,课堂听课方式被动;(3)学生对圆锥曲线的定义重视程度不足,做题时缺乏运用定义的意识;(4)学生基本运算能力不足,欠缺简化运算的方法和技巧;(5)学生头脑中缺乏数学思想方法的储备,做题时很难灵活运用.针对调查中发现的圆锥曲线学习障碍,本文提出以下应对策略:(1)关注学生的学习情感,通过培养学生的学习兴趣、提升学习信心、加强师生交流帮助学生克服对圆锥曲线的恐惧心理;(2)通过体验基础知识的生成过程、注意讲练结合、辨明圆锥曲线各定义之间的区别和联系,使学生遵循循序渐进、螺旋上升的认知规律,牢固掌握圆锥曲线的基础知识,学会合理运用定义;(3)通过规范学生的运算过程、采用课堂限时训练、培养良好的运算习惯、积累简化运算的方法提升学生的运算能力;(4)圆锥曲线解题中几种常见的数学思想方法有数形结合、化归、分类讨论、归纳猜想,本文根据上述数学思想方法的各自特点,制定了相应的训练措施,并提倡教师在平时的圆锥曲线教学中渗透以上数学思想方法;(5)使学生明确自己的学习目标,制定合理的学习计划,引导学生用好笔记本和纠错本,做到及时巩固,学会自我监控,通过提升学生的元认知水平,提高学生的自主能力,改善学习方式.
[Abstract]:Conic curve is a key and difficult point in the college entrance examination, is the core content of analytic geometry in high school, has an important role. In this chapter, each student with the aid of plane coordinate system to achieve transformation of algebra and geometry equation and curve, can fully feel the charm. The combination of the high school students to learn the conic to to shape their own development, flexible and innovative mode of thinking. However, many problems have complicated conic curve, relative to other sections of the students operation ability is also put forward higher requirements, easy to form learning disabilities in analysis and calculation. Then the students in the learning process of cone curve, is what specific the learning disabilities as a teacher? What should be how to deal with these barriers to learning? This paper will through the investigation and analysis of senior high school students' learning conic cognitive level and learning barrier Okay, try to explore and help to remove teaching plan of learning disabilities. The research adopts the combination of qualitative and quantitative methods, with 211 students in Suzhou City Industrial Park, Soochow University Affiliated Middle School of science as the research object, the test by means of SOLO classification, divided the students' answers, and combining with the investigation questionnaire and interview the results of the survey of high school students have learning disabilities in the learning process of the conic curve, mainly in the following points: (1) students learn conic widespread lack of confidence, fear of difficulty; (2) students do not have a good habit of preview and review in a timely manner, passive classroom lectures (3) of the students; the conic definition of inadequate attention, I use the definition of lack of awareness; (4) students' basic operation ability is insufficient, lack of simplified methods and techniques of operation; (5) the lack of mathematical thinking in the minds of students The method of reserves, it is difficult to do. For the flexible use of conic curve survey found that learning disabilities, this paper puts forward the following countermeasures: (1) pay attention to students' learning emotion, through the cultivation of students' interest in learning, enhance learning confidence, strengthen the communication between teachers and students to help students overcome the psychological fear of conic; (2) by the difference and connection between the generation process and experience based knowledge, pay attention to practice speaking with the definition of conic discern between, to enable students to follow the laws of cognition, step by step spiral, firmly grasp the conic basic knowledge, learn to use reasonable definition; (3) through the operation process, for the students through classroom training, training time good operation habit, accumulation of the simplified methods to enhance students' operational ability; (4) the conic problem solving several mathematics idea common method, the combination of several Return, classification discussion, summed up in this paper according to the features of the above conjecture, mathematics thinking method, formulate the corresponding training measures, and encourage teachers to permeate mathematical thoughts and methods in conic curve over the usual teaching; (5) to enable students to clear their learning goals, making learning plan, guide the student to use the notebook and the error correction, timely consolidation, self supervision, through the promotion of students' metacognitive level, improve students' autonomous learning ability, improve learning.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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