“题组反思”式教学在初中数学单元复习中的实践研究

发布时间：2018-02-11 02:39

本文关键词： 题组反思教学方式单元复习　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：复习教学是初中数学教学的重要组成部分之一,其中单元复习课是最为常见的一种复习课。当前的初中单元复习课,很多教师将复习讲解与方法归纳取代了学生自己的思考与内化过程,学生也习惯了多听,多记,多练,这样的复习方式导致复习效率低下。本研究提出了“题组反思”式数学单元复习教学,旨在提高初中数学单元复习的效果,提升学生数学复习的能力。研究采用文献分析法、问卷调查法、案例研究法、实验研究法。研究过程由四个部分组成。第一部分,采用组合建模法,整合了“题组”教学和“反思性”教学的理论思想,提出了“题组反思”式数学单元复习教学模式。通过教学过程最优化理论、最近发展区理论、反思性教学理论、元认知理论分析了“题组反思”式数学单元复习教学的理论基础。第二部分,对所在学校八年级两个班的学生进行问卷调查。问卷分为三部分,分别从“学生对数学单元复习的态度与看法”、“学生对题组复习的看法”、“学生数学反思能力的现状”三方面进行调查。调查发现学生对题组教学方式比较认可,并且发现所在学校学生的数学反思习惯尚未养成。第三部分,阐述了“题组反思”式复习教学的教学目标、实施程序、实施要点。结合浙教版八年级《特殊三角形》、《一元一次不等式》、《一次函数》三个单元复习实例,详细阐述了课前题组预习环节、“基础题组练习——纠错式反思”环节、“典型题组练习——归纳式反思”环节、“变式题组练习——评价式反思”环节、课后题组复习环节这五个环节的操作方法。并结合《一次函数单元复习》第一课时的教学,具体阐述各阶段如何设置题组,如何开展反思。第四部分,对“题组反思”式数学单元复习教学进行实验研究。实验组805班采用“题组反思”复习模式组织教学,对照组806班采用传统复习教学模式,组织复习教学。并利用excel统计图表、solo分析法和spss16.0统计处理本实验的数据。在《一元一次不等式》单元复习后,进行了课后调查。从调查结果来看,大部分学生对“题组反思”式复习教学模式是认可的。在《一次函数》单元复习后,对学生的反思习惯的养成及数学解题能力作对比实验。利用实验前的调查问卷对学生的反思能力进行了问卷调查,调查结果显示学生的反思习惯逐渐养成。利用solo分类理论对学生的掌握情况做出判断分析,结果显示实验班的数学解题能力高于对照班。最后在期末测试后,利用spss16.0对实验班与对照班的成绩统计处理,结果表明实验班与对照班存在显著差异。研究表明学生认可“题组反思”式数学单元复习教学。“题组反思”式初中数学单元复习能够提高复习的效果,提升学生数学复习的能力。“题组反思”式单元复习是可行的,有效的。
[Abstract]:Review teaching is one of the important parts of mathematics teaching in junior high school, among which unit review class is the most common one. Many teachers summarize the review, explanation and methods instead of the students' own thinking and internalization process. Students are also used to listening, memorizing, and practicing more. This study puts forward the "problem group reflection" mathematical unit review teaching, which aims to improve the effect of junior high school mathematics unit review and improve the students' ability of mathematical review. The research process is composed of four parts. The first part is the combination modeling method, which integrates the theoretical ideas of "problem group" teaching and "reflective" teaching. This paper puts forward the review teaching model of mathematical unit of "problem group reflection". Through the theory of optimization of teaching process, the theory of proximal development zone, the theory of reflective teaching, Metacognitive theory analyzes the theoretical basis of reviewing teaching in mathematics unit of "problem group reflection". The second part is a questionnaire survey on the students of two classes in the eighth grade of the school. The questionnaire is divided into three parts. A survey was carried out from three aspects: "students' attitudes and views on the review of mathematical units", "students' views on the review of problem groups", and "the present situation of students' ability to reflect on mathematics". The investigation found that students approved the teaching methods of problem groups. It is also found that the students' habit of mathematical reflection has not yet been formed. The third part expounds the teaching objectives and implementation procedures of the "problem group reflection" type review teaching. The main points of implementation are as follows: reviewing examples of three units in the eighth grade of Zhejiang Education edition, "Special Triangle", < first order inequality >, < first function >, The prestudy link of pre-class problem group, "basic problem group practice-error correction reflection" link, "typical question group exercise-inductive reflection" link, "variant question group practice-evaluation reflection" link, Combined with the teaching of the first class of the first class, how to set up the problem group and how to carry out the introspection in each stage. Part 4th, An experimental study was carried out on the "problem group reflection" mathematical unit review teaching. Class 805 in the experimental group organized the teaching with the "question group reflection" review model, while class 806 in the control group adopted the traditional review teaching model. The data of this experiment were analyzed by using excel statistical chart solo analysis and spss16.0 statistics. After reviewing the unit of "One-Dimensional One-Time inequality", an after-school investigation was carried out. Most of the students agree to the "question group reflection" review teaching model. This paper makes a comparative experiment on the cultivation of students' reflective habits and the ability of solving mathematical problems, and makes a questionnaire survey on students' reflective ability by using the questionnaire before the experiment. The results show that students' reflective habits are gradually formed. The students' mastery is judged and analyzed by using solo classification theory. The results show that the experimental class's ability to solve mathematical problems is higher than that of the control class. Finally, after the final test, the experimental class's mathematical problem solving ability is higher than that of the control class. Using spss16.0 to deal with the scores of the experimental class and the control class, The results show that there are significant differences between the experimental class and the control class. Improve students' ability to review mathematics. "problem group reflection" unit review is feasible and effective.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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