初中数学探究式有效教学研究

发布时间：2017-12-31 09:01

本文关键词：初中数学探究式有效教学研究　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着新课改的深入推进,对于有效教学的研究就被广泛关注和重视。新课程的三维目标：知识与技能、过程与方法、情感与态度,意在培养全方面发展的对社会有用的人才,培养具有探究能力与创新精神的符合新时代要求的高素质人才。但在实际的中小学教学过程中,一方面存在缺头少尾一路讲到底的满堂灌现象,另一方面存在全程无指导的“放羊式”现象,这样的教学只能使学生负担过大,而实效低下,又怎能实现高效教学?因此,数学课堂的教学应该是有目的有计划有过程的“探究式”教学,即学生在老师有计划的安排和指导下,充分发挥自己的潜能,借鉴他人的智慧,创造性的主动学习的教学过程。本研究以问题为探究向导、小组合作为探究形式、小组展示为探究结果实现探究式高效教学。概念探究是基于概念的起源和历史发展的逻辑性；问题探究是基于问题的已知条件和未知条件的联系性。在初中数学探究式教学中,主要发挥学生的主体作用,彰显教师的指导作用,引导学生通过自主探究、合作探究获得知识和方法,增强学生的反思能力和探究能力,深化学生的数学思维和数学素养。本研究采用了结合理论和实践、质性与量化的研究方法。首先对探究式教学的研究历史和研究成果进行梳理,并在此基础上对初中数学探究式教学研究的目的、方法和核心概念给以界定。其次根据教育学及心理学等方面理论,确立探究式教学以教师为主导的教师引导策略：抓住探究机遇,增强学生动机；设计探究过程,以问题为向导；用好学习小组,促进合作探究。同时,确立探究式教学以学生为主体的探究策略：抓住探究机遇,强化学习动机；紧跟教师提问,边学边反思；学会合作探究,借鉴他人智慧。从实验教学与调查问卷里面搜集大量的教学实例与实验数据,再根据实验数据分析得出初中数学探究式教学对学生的数学探究学习具有良好的促进作用,并且能转变学生的探究态度,改善学生的探究方式,提高学生的探究能力”的结论。最后,进行反思,指出不足的地方和发展的方向。本研究创新的地方主要体现在构建了以问题为向导、学习小组为形式、小组展示为结果的探究式教学模式,为教师的有效教、学生的有效学提供了理论参考和案例依据。
[Abstract]:With the development of the new curriculum reform, the research on effective teaching has been paid more and more attention. The three dimensional objectives of the new curriculum are knowledge and skill, process and method, emotion and attitude. The purpose is to train the talented person who is useful to the society in all aspects of development, and to cultivate the high quality talented person who has the ability of inquiry and the spirit of innovation, but in the actual teaching process of primary and secondary schools. On the one hand, there is the phenomenon of "sheep herding", which has no guidance all the way. This kind of teaching can only make students bear too much burden, but the actual effect is low. How can we achieve efficient teaching? Therefore, the teaching of mathematics classroom should be "inquiry" teaching with purpose, plan and process, that is, students should give full play to their potential and learn from the wisdom of others under the planned arrangement and guidance of the teacher. Creative active learning teaching process. This study takes the question as the inquiry guide and the group cooperation as the inquiry form. Group display realizes inquiry teaching for the result of inquiry. Concept inquiry is based on the logic of concept origin and historical development. Problem inquiry is based on the relationship between known and unknown conditions. In the mathematics inquiry teaching in junior high school, the main role of the students is played, the guidance role of teachers is highlighted, and the students are guided to explore through their own initiative. Cooperative inquiry acquisition of knowledge and methods to enhance students' ability to reflect and explore to deepen the students' mathematical thinking and mathematical literacy. This study adopts the combination of theory and practice. Qualitative and quantitative research methods. First of all, the research history and research results of inquiry teaching are combed, and on the basis of this, the purpose of research on inquiry teaching in junior high school mathematics is discussed. Secondly, according to the theories of pedagogy and psychology, the teacher-oriented guiding strategy of inquiry teaching should be established: seizing the opportunity of inquiry and enhancing students' motivation; Design the inquiry process, take the question as the guide; At the same time, we should establish a student-centered inquiry strategy in inquiry teaching: seize the opportunity of inquiry and strengthen learning motivation; Closely follow the teacher's questions, while learning to reflect; Learn to cooperate to explore, learn from the wisdom of others. From the experimental teaching and questionnaire to collect a large number of teaching examples and experimental data. Then according to the analysis of experimental data, it is concluded that the inquiry teaching of junior high school mathematics has a good role in promoting students' mathematics inquiry learning, and can change the students' inquiry attitude and improve the students' inquiry way. Finally, to reflect, point out the deficiencies and the direction of development. The innovation of this study is mainly reflected in the construction of a problem as the guide, learning groups as the form. The inquiry teaching model, which is displayed as the result of the group, provides a theoretical reference and a case basis for the effective teaching of teachers and the effective learning of students.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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