奥苏贝尔的有意义接受学习理论在高中数学教学中的应用研究

发布时间：2018-02-04 18:12

本文关键词： 有意义接受学习高中数学教学设计应用研究　出处：《山东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在基础课程改革的背景下，数学新课程改革提倡实施自主、合作、探究多元化的学习方式。接受学习虽然作为一种传统的学习方式，却遭到世人的冷落，更有人认为接受学习是被动的、机械的学习方式，不符合新课程要求。美国当代著名的教育理论家、心理学家奥苏贝尔提出了有意义接受学习理论，认为接受学习并不等同于机械学习，强调有意义接受学习新知识的过程是学生积极主动构建知识的过程，并且能够在有限的时间里获得系统的知识，形成良好的认知结构。此理论符合了新课程改革要求，为学校教学中采用有意义接受学习提供了很好的理论支撑。本论文主要探讨了有意义接受学习理论在高中数学教学中的应用,检测分析了运用有意义接受学习理论进行数学教学的效果，并调查了研究对象对此理论应用在教学中的接受程度。具体要点如下：一、阐述课题提出的背景以及意义，说明本文的研究思路及研究方法。通过查阅有意义接受学习理论的相关文献，对有意义接受学习理论做详细的解读与阐释；选择合适的教学内容和研究对象进行教学实验实施；结合本研究的实验结果及优秀教师的教学经验，给出适合有意义接受学习的课堂教学建议。本文主要采用了文献分析法、案例研究法和问卷调查法。二、通过对有意义接受学习相关理论的论述及分析，应用有意义接受学理论进行教学实验程序的设计。内容包括：通过前测选择符合有意义接受学习条件的研究对象，并确定实验班和控制班；以“函数的概念”和“函数的单调性”两个高中数学中的核心知识点为研究内容，在实验班采用“有意义接受”教学模式进行课堂教学，在控制班采用传统教学模式（以讲授—接受为主）进行授课；通过后测和延时测对比不同教学模式的教学效果；教学实施结束后，以问卷调查的方式了解实验班学生对“有意义接受”教学模式的评价。三、通过对比实验班和控制班三次测试成绩及对问卷调查的统计分析，得出以下结论：“有意义接受”教学模式的教学效果优于传统教学模式的教学效果；采用“有意义接受”教学模式进行教学，促进了学生对数学新知识的学习和保持，加深了学生对数学新知的理解与掌握；采用“有意义接受”教学模式进行教学更能促进一般生对数学新知识的学习，但优等生的保持效果更明显；“有意义接受”教学模式的教学效果与性别无关。从问卷调查看，学生对于“有意义接受”教学模式的总体评价倾向于基本接受和适应，并认为此教学模式可以提升自己学习的积极性，有助于对新知识的理解。
[Abstract]:In the background of the basic curriculum reform, the new mathematics curriculum reform advocates the implementation of autonomy, cooperation, and explore a variety of learning methods. Some people think that acceptance of learning is passive, mechanical learning methods, not in line with the requirements of the new curriculum. The famous contemporary American educational theorist, psychologist Osubel put forward the theory of meaningful acceptance of learning. The author thinks that accepting learning is not equivalent to mechanical learning, and emphasizes that the process of learning new knowledge with meaning is the process of students actively constructing knowledge and can acquire systematic knowledge in a limited time. This theory meets the requirements of the new curriculum reform and provides a good theoretical support for the use of meaningful learning in school teaching. This paper mainly discusses the application of meaningful receptive learning theory in mathematics teaching in senior high school, and examines and analyzes the effect of applying meaningful reception learning theory to mathematics teaching. The acceptance of this theory in teaching is investigated. The main points are as follows: 1. Explain the background and significance of the subject, explain the research ideas and methods of this paper, and consult the relevant literature of meaningful acceptance learning theory. The theory of meaningful reception learning is interpreted and explained in detail. Choose the appropriate teaching content and research object to carry out the teaching experiment; Based on the experimental results of this study and the teaching experience of excellent teachers, some suggestions for meaningful learning are given. This paper mainly adopts the methods of literature analysis, case study and questionnaire investigation. Secondly, through the discussion and analysis of the relevant theories of meaningful acceptance learning. Using the theory of meaningful acceptance to design the teaching experiment program, the contents include: selecting the research object according to the conditions of meaningful acceptance learning through pre-test, and determining the experimental class and the control class; Taking "the concept of function" and "monotonicity of function" as the research contents, the author adopts the "meaningful acceptance" teaching mode to carry out classroom teaching in the experimental class. In the control class, the traditional teaching mode (mainly lecture-acceptance) is adopted; The teaching effects of different teaching models are compared by post-test and time-delay test. After the implementation of the teaching, a questionnaire survey was conducted to find out the students' evaluation of the "meaningful acceptance" teaching mode. Thirdly, by comparing the results of three tests between the experimental class and the control class and the statistical analysis of the questionnaire, the following conclusions are drawn: the teaching effect of "meaningful acceptance" is better than that of the traditional teaching mode; The teaching mode of "meaningful acceptance" has promoted students' study and maintenance of new mathematics knowledge and deepened students' understanding and mastery of new mathematics knowledge. The teaching mode of "meaningful acceptance" can promote the general students to learn the new knowledge of mathematics, but the effect of maintaining the top students is more obvious. The teaching effect of meaningful acceptance has nothing to do with gender. From the questionnaire survey, the students' overall evaluation of the "meaningful acceptance" teaching model tends to accept and adapt, and think that this teaching model can enhance their learning enthusiasm. Contribute to the understanding of new knowledge.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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