初中数学学业优良生与不良生习题阅读习惯的差异研究

发布时间：2018-02-02 07:04

本文关键词： 初中数学学业优良学业不良数学习题阅读习惯　出处：《天津师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：初中是学生形成各种学习能力的重要阶段,数学学习及应用能力的获得对学生今后的学习、生活是具有一定的帮助的。波利亚指出：掌握数学就意味着善于解题。数学习题本身就是数学知识,数学习题中蕴含着数学知识中的相关定义、定理、法则、数学思想与方法等,需要学生能运用一定的解题方法与技巧来解决。它既可以对学生所学的数学知识加以巩固,让学生学会所学知识的应用,更可以藉此来训练学生的数学技能,发展学生的思维。数学习题的重要性可见一斑。在初中数学教学实践中,经过一段时间的学习,常常会出现学生学习水平分化的现象。导致学生学业水平的差异的原因是什么?我们选取在学习动机、学习兴趣等方面无显著差异的学生,研究习题阅读习惯的差异对学习效果的影响。解题的第一步是审题,审题的关键在对题目进行阅读分析。近年来,关于数学阅读习惯、数学阅读能力的培养及数学阅读差异存在的影响因素等相关研究不少,但大多数研究将关注点放在对数学教材的阅读上,而对学生在数学习题上的阅读的研究,特别是学生数学习题的阅读习惯对学生解题结果差异的研究做得不多。这方面的研究却是教学实践中所需要的,也是我们选择此为课题的原因。本研究以天津市大毕庄中学八年级学生为样本,通过问卷调查筛选出学习动机明确、有一定的学习兴趣和学习主动性的学生作为研究对象,通过典型题目测验研究他们数学习题的阅读习惯与学业成绩的相关性。通过研究,提出以下能够促进学生学业水平提高的良好的数学阅读习惯,即：1.尝试以各类符号圈出题目重要信息；2.读题过程中,可将联系紧密的知识点罗列出来；3.习惯标图,让题目中的条件与问题一目了然；4.题目信息相对较复杂时,试着让它们简单明了,如：表格分析；5.实际问题可以借助数学方法来解决,如：数轴分析；6.类型题的特定图示分析,如：行程问题。提出与之相应的教学建议为：1.在数学课程的学习中,渗透数学阅读；2.在数学习题的解决中,引导进行习题阅读方法的指导；3.在习题解题后,带领学生学会反思,特别要总结在题意理解上的错误出现的原因。
[Abstract]:Junior middle school is an important stage for students to form various learning abilities. Life is helpful. Poolia points out that mastering mathematics means being good at solving problems. Math exercises themselves are mathematical knowledge, and mathematical exercises contain relevant definitions, theorems, and rules of mathematical knowledge. Mathematics ideas and methods need students to solve problems by using certain methods and skills. It can not only consolidate the mathematical knowledge learned by students, but also let students learn the application of what they have learned. It can also be used to train students' mathematical skills and develop students' thinking. The importance of mathematical exercises can be seen. In junior high school mathematics teaching practice, after a period of study. There is often a phenomenon that students' learning level is divided. What is the reason for the difference of students' academic level? We choose students who have no significant difference in learning motivation and interest to study the influence of different reading habits on the learning effect. The first step of solving the problem is to examine the problem. In recent years, there have been a lot of researches on mathematical reading habits, the cultivation of mathematical reading ability and the factors affecting the differences in mathematical reading. However, most of the studies focus on the reading of mathematics textbooks, and on the study of students' reading on math exercises. In particular, the reading habits of students' mathematics exercises do not do much research on the difference of students' problem solving results, but this research is needed in teaching practice. This study takes the eighth grade students of Tianjin Dabizhuang Middle School as a sample and finds out the clear learning motivation through a questionnaire survey. Students who have a certain interest in learning and learning initiative as the research object, through the typical question test to study the relationship between their reading habits and academic performance. This paper puts forward the following good mathematical reading habits that can promote the improvement of students' academic level, namely: 1. Try to circle the important information of the topic with various symbols; 2. In the process of reading the questions, we can list the closely linked points of knowledge; 3. The habit map, so that the conditions and problems in the topic at a glance; 4. When subject information is relatively complex, try to make it simple and clear, such as tabular analysis; 5. Practical problems can be solved by mathematical methods, such as: digital axis analysis; 6. Analysis of specific diagrams of type problems, such as: itinerary problems. The corresponding teaching advice is: 1. In the study of mathematics courses, the reading of mathematics is infiltrated; 2. To guide the method of reading exercises in solving mathematical exercises; 3. After solving problems, lead students to learn to reflect, especially to summarize the causes of errors in understanding the meaning of questions.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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