形成性评价在问题解决类数学写作中的应用研究

发布时间：2018-04-15 05:10

本文选题：形成性评价 + 数学问题解决　；参考：《山东师范大学》2016年硕士论文

【摘要】：数学交流作为数学学习的工具,一经提出便受到了广泛的关注。其中数学交流分为口头交流和书面交流,书面交流相对与口头交流来说更有利于数学思考,因为书面交流能够有效的促进学生的元认知框架的建构[1]。许多数学教师、数学教育研究者在数学写作方面做了许多尝试和研究,认为数学写作在数学学习中有多方面的价值和意义;并对数学写作进行分类,提出了一系列的可操作模式;为了针对性的提高学生的数学写作,形成了数学写作的多种评价方式。越来越多的教师开始认识到数学写作的意义并运用到实践中,但是写作形式多为数学日记和数学反思,很少将数学写作运用到具体的数学问题解决中去,另外在现有的评价方式中,教师对学生的数学写作多为结果整体性评价,很少使用形成性评价(过程性评价)。国内关于数学写作的研究很多,但针对问题解决类的数学写作方面的实验研究较少,将形成性评价应用到问题解决类的数学写作的研究更是少之又少。数学写作的研究范围较狭窄,这就很大程度上限制了写作在数学中的应用,结果式评价对学生数学写作过程的指导性不强,对于写作中出现的问题,学生不能够针对性地改正,这就使得学生难以真正的掌握并使用数学写作,从而不利于学生数学写作能力的培养。因此形成性评价在问题解决类数学写作中的应用研究对实际教与学有很大的意义。本次研究分为两大部分,分别为实验研究和教学研究。在实验研究中,以济宁市一所普通高中为例,以高一的学生为对象,在研究总结了问题解决类数学写作模版和要求,生成形成性评价标准和手段,并详细说明将形成性评价引入到问题解决类数学写作中的具体步骤和流程后,看形成性评价是否能够提高学生问题解决类数学写作的能力。研究结果表明:形成性评价能够针对性地解决数学写作中出现的问题,让学生明确写作的内容和要求,从而使学生很好的掌握问题解决类数学写作,提高学生数学写作的能力。在实验研究后,在山东师范附属中学进行了为期三个月的教学研究,在一些新授课和练习课后选取典型数学问题让学生进行写作,使用形成性评价改进,在学生熟练地使用数学写作的同时,看是否能够充分发挥数学写作在问题解决中的效用,提高学生问题解决能力。研究结果表明:经过较长时间的写作和评价后,学生能够自觉地将数学写作当作一种有效的数学学习工具进行使用,在完善数学写作的同时,数学问题解决能力得到了培养和提高。
[Abstract]:As a tool of mathematics learning, mathematical communication has been paid more and more attention once it was put forward.Mathematical communication is divided into oral communication and written communication. Written communication is more conducive to mathematical thinking than oral communication, because written communication can effectively promote the construction of students' metacognitive framework [1].Many mathematics teachers and mathematics education researchers have made a lot of attempts and studies in mathematics writing, which holds that mathematics writing has many values and meanings in mathematics learning, and classifies mathematics writing.This paper puts forward a series of operable models and forms a variety of evaluation methods of mathematical writing in order to improve the students' mathematical writing.More and more teachers begin to realize the significance of mathematical writing and apply it to practice.In addition, in the existing evaluation methods, teachers' mathematics writing for students is mostly an overall evaluation of results, and rarely uses formative evaluation (process evaluation).There are a lot of researches on mathematical writing in China, but there are few experimental studies on mathematical writing of problem-solving, and the research of applying formative evaluation to mathematical writing of problem-solving is even less.The research scope of mathematical writing is relatively narrow, which limits the application of writing in mathematics to a great extent, and the evaluation of results is not very instructive in the process of students' mathematical writing.This makes it difficult for students to really master and use mathematical writing, which is not conducive to the cultivation of students' mathematical writing ability.Therefore, formative evaluation is of great significance in practical teaching and learning.This study is divided into two parts, experimental research and teaching research.In the experimental research, taking a general high school in Jining as an example, taking the students of Senior one as the object, the paper summarizes the mathematical writing templates and requirements of problem-solving, and generates formative evaluation standards and means.After introducing formative evaluation into problem-solving mathematics writing, this paper discusses whether formative evaluation can improve students' ability of problem-solving mathematics writing.The results show that formative evaluation can solve the problems in mathematical writing, make students clear the content and requirements of writing, so that students can master problem-solving mathematical writing and improve students' ability of mathematical writing.After the experimental study, a three-month teaching study was conducted in Shandong Teachers College affiliated Middle School. After some new teaching and practice classes, students were asked to write with typical mathematical problems and to improve their formative evaluation.At the same time the students can use mathematics writing skillfully to see if they can give full play to the effectiveness of mathematical writing in problem-solving and improve students' problem-solving ability.The results show that after a long time of writing and evaluation, students can consciously use mathematical writing as an effective mathematical learning tool to improve mathematical writing at the same time.Mathematical problem solving ability has been cultivated and improved.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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