高三数学分层教学的探讨与研究

发布时间：2018-05-08 21:03

本文选题：分层教学 + 高三数学　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：本文运用问卷调查、查阅文献、实例研究等方法,发现在高三数学备考阶段,学生的知识理解与学习能力存在个体差异,直接影响课堂教学的整体效率,为了提高学生的数学成绩,提升学生的数学素养,锻炼学生的逻辑思维,本文探讨与研究了高三数学的分层教学,希望凭借科学合理的教学模式找到一条提高学生学习效果切实可行之路。“高考决定命运”的传统观念在很多人的心中根深蒂固,学生及教师将考试分数作为评判差异的标准,使学生的个性发展以及能力提升受到严重阻碍。首先,新课程标准已经为高中数学设置了必修与选修两个模块,教师在进行分层教学前应综合考量高考大纲要求,根据知识分布以及学生的知识掌握程度设定教学计划,以缩小学生知识储备程度的差异;其次,对于高三的学生而言基础知识都已学习完毕,所以在高三数学学习的过程中更多的是知识巩固与综合运用,教师应按照教学进度将备考内容进行层次细化,依据复习时间统一安排,以实现备考阶段分层教学的可行性;最后,高三数学的教学分层设计不仅需要针对不同层次的学生确定复习目标,同时也需要教师加强习题积累,在差异性、发展性、激励性的原则下,训练学生的思维,促进学生知识运用的能力。因此,高三数学分层教学的实施不是一蹴而就的事情,教师在开展分层教学前应进行详细安排,深入思考教学过程中可能出现的风险,做好教学准备,以避免因教学失败而影响学生之后的备考状态。本文的探讨重点将集中于函数模块复习模式的设计实施,首先教师应将高三实验班的学生分成A、B、C三层,然后按照各层学生的内在需求布置复习任务,最后,教师需要详细记录学生在分层教学体验中的变化,及时发现过程中的不足以逐渐完善教学策略,为提高学生对于函数体系的掌握发挥充分作用。
[Abstract]:By using the methods of questionnaire, literature review and case study, this paper finds that there are individual differences in students' knowledge understanding and learning ability, which directly affect the overall efficiency of classroom teaching. In order to improve the students' mathematics achievement, improve the students' mathematics accomplishment and train the students' logical thinking, this paper discusses and studies the stratified teaching of mathematics in Senior three. We hope to find a feasible way to improve students' learning effect by scientific and reasonable teaching mode. The traditional idea that "the college entrance examination determines the destiny" is deeply rooted in many people's minds. Students and teachers regard examination scores as the criterion for judging differences, which seriously impedes the development of students' personality and the improvement of their ability. First of all, the new curriculum standard has set up two modules of compulsory and elective courses for senior high school mathematics. Teachers should comprehensively consider the requirements of the college entrance examination outline before carrying out stratified teaching, and set up the teaching plan according to the distribution of knowledge and the students' degree of knowledge mastery. In order to reduce the difference of students' knowledge reserve degree; secondly, for senior three students, the basic knowledge has been learned, so in the process of senior three mathematics learning, it is more knowledge consolidation and comprehensive application. According to the teaching progress, the teacher should refine the content of preparation for the exam and arrange it according to the review time, so as to realize the feasibility of stratified teaching in the preparation stage. The teaching layering design of senior high school mathematics not only needs to determine the review goals for students at different levels, but also needs teachers to strengthen the accumulation of exercises, and to train students' thinking under the principles of difference, development and encouragement. To promote the ability of students to use their knowledge. Therefore, the implementation of stratified teaching in senior high school mathematics is not accomplished overnight. Teachers should make detailed arrangements before carrying out stratified teaching, think deeply about the risks that may appear in the teaching process, and make good teaching preparations. In order to avoid teaching failure and affect students after the state of preparation. The focus of this paper will be on the design and implementation of the functional module review model. First, the teacher should divide the students in the experimental class of Senior 3 into three layers of AHBU C, then arrange the review tasks according to the inner needs of the students in each level. Finally, Teachers need to record the changes of the students' teaching experience in detail, and find out in time that the teaching strategies are not enough to improve the students' mastery of the function system.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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