初中数学问题情境教学效果的评价研究

发布时间：2018-03-15 09:03

本文选题：数学问题　切入点：问题情境教学　出处：《洛阳师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：初中生对于数学知识的理解必须依靠某些经验背景，创设必要的问题情境可以有效的促进学生思维向形式运算阶段的过渡，问题情境教学符合学生的心理特点及认知特点.数学问题情境在数学教学中必不可少，对所创设的问题情境效果进行评价也是非常重要的一环. 本文首先介绍了研究背景、研究问题和研究的意义，对数学问题情境教学和数学问题情境教学的评价进行了界定，对国内外的研究现状进行分析.在研究过程中，以建构主义学习与教学理论、情境认知学习理论、最近发展区理论、多元智能理论和教育评价理论作为本文研究的理论基础.以问题情境教学的理论知识、教学目标以及课程标准为准则，对当堂教学活动及其效果进行诊断评价. 本研究主要采用定性数据与定量数据相结合的方式进行研究.问卷中定性数据主要是指研究对象的品质特征，如教师和学生的性别、教师的职称、学生的年级以及师生对问题的看法等.问卷中定量数据描述的是研究对象的数量特征，如师生的年龄、教师的教龄和学生的成绩等.根据数理统计中的独立样本均值检验和皮尔逊卡方检验法，，对学生当堂的测验成绩和阶段性成绩进行分析. 根据问卷分析和实验结果得出：采用问题情境教学与否所产生的教学效果是有所差异的.不同的问题情境教学方法产生的教学效果也不相同.本文最后制定问题情境教学的原则和教学效果评价标准.数学问题情境教学的原则要求具有趣味性、生活化、最大关联性、真实性以及合作性.评价标准主要从数学问题情境教学中情境的来源、问题情境教学的内容、问题情境的课堂呈现形式和语言表述、问题情境的内在逻辑性等方面制定数学问题情境教学效果的评价标准.
[Abstract]:The understanding of mathematics knowledge of junior high school students must depend on some empirical background, and the creation of necessary problem situations can effectively promote the transition of students' thinking to the stage of formal operation. The problem situation teaching accords with the students' psychological and cognitive characteristics, and the mathematics problem situation is indispensable in mathematics teaching, and it is also very important to evaluate the effect of the problem situation created. This paper first introduces the research background, the research problems and the significance of the research, defines the mathematics problem situation teaching and the mathematics question situation teaching evaluation, analyzes the domestic and foreign research present situation. Taking constructivism learning and teaching theory, situational cognitive learning theory, proximal development area theory, multiple intelligences theory and educational evaluation theory as the theoretical basis of this paper. The teaching objective and curriculum standard are used as the criteria to diagnose and evaluate the teaching activities and their effects. The qualitative data in the questionnaire mainly refer to the quality characteristics of the subjects, such as the gender of teachers and students, the title of teachers. The quantitative data in the questionnaire describe the quantitative characteristics of the subjects, such as the age of the teachers and students. According to the independent sample mean test and Pearson chi-square test method in mathematical statistics, the test results and stage scores of students in class are analyzed. According to the analysis of the questionnaire and the experimental results, it is concluded that the teaching effect of using question situation teaching or not is different, and the teaching effect of different problem situation teaching method is also different. The principle of situational teaching and the evaluation standard of teaching effect. Life, maximum relevance, authenticity and cooperation. The evaluation criteria are mainly from the source of the situation, the content of the problem situation teaching, the classroom presentation and the language expression of the problem situation. The internal logic of the problem situation and other aspects of mathematical problem situation teaching evaluation criteria.
【学位授予单位】：洛阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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