初中数学综合实践活动中探究式教学研究

发布时间：2018-05-16 13:00

本文选题：初中数学 + 综合实践活动　；参考：《南京师范大学》2015年硕士论文

【摘要】：新课程标准的颁布,对我国的基础教育提出了更高的要求。数学探究式教学近几年来在一线教师中已经开展了一些具体的研究。但在初中数学综合实践活动中,如何开展探究式教学仍是一个值得探讨的问题。笔者在校本课程数学综合实践活动中应用探究式教学法进行教学,取得了一些经验,并做了较为细致的思考和总结,期待与数学教育界广大同仁商榷。本文旨在研究课堂教学下综合实践活动中的探究教学。研究中首先对探究教学和综合实践活动的现状进行了梳理,并采用问卷调查和访谈的方法调查了数学综合实践活动的具体实施情况。在对相关资料进行分析和整理的基础上,对数学综合实践活动的探究式教学进行了理论构建,阐述了利用探究式教学开展数学综合实践活动的可行性和必要性,.以及具体实施的程式及相关步骤。此后,进行了实证研究,从一线教师现有的数学综合实践活动的素材中挑选出部分综合实践活动,分类研究。具体来说,分三种探究层次：操作体验与做中思考为特征的探究、情境认知的探究、开放性问题的探究,对三种情况分别结合案例进行了分析。得出了以下几个主要结论：(1)调查结果表明,教师和学生对数学综合实践活动这门课程是很认可的,对探究式教学也表示非常认同,对在该实践活动中应用探究式教学也持赞同态度。(2)在数学综合实践活动课的教学中,探究式教学提高了学生的参与度,增强了学生的自主学习、探究热情。(3)在对数学综合实践活动课进行教学设计时,要根据综合实践活动的探究类型,确定探究活动的层次,设计相应层次的探究活动形式。(4)对数学综合实践活动的探究式教学进行了教学实践,结果表明探究式教学适用于一类数学综合实践活动的教学,学生更容易参与到课堂中来,对数学学习的兴趣更加浓厚,数学成绩有所提高。(5)在实践活动中的评价方面,要更注重过程性评价,但如何客观、全面的兼顾教师、学生、家长的评价更待进一步研究。
[Abstract]:The promulgation of the new curriculum standard puts forward higher requirements for the basic education of our country. In recent years, inquiry teaching of mathematics has carried out some concrete research among teachers. However, in the comprehensive practice of mathematics in junior high school, how to develop inquiry teaching is still a problem worth exploring. In the comprehensive practice of school-based mathematics, the author applied the inquiry teaching method to teaching, obtained some experience, and made more detailed thinking and summary, expecting to discuss with the vast numbers of colleagues in the field of mathematics education. The purpose of this paper is to study the inquiry teaching in comprehensive practical activities in classroom teaching. In the first part of the study, the present situation of inquiry teaching and comprehensive practical activities is combed out, and the concrete implementation of mathematics comprehensive practical activities is investigated by means of questionnaire and interview. Based on the analysis and arrangement of related materials, this paper makes a theoretical construction of inquiry teaching of mathematics comprehensive practical activities, and expounds the feasibility and necessity of carrying out mathematics comprehensive practical activities by means of inquiry teaching. And the specific implementation of the program and related steps. After that, empirical research is carried out, and some comprehensive practical activities are selected from the existing materials of mathematics comprehensive practical activities of first-line teachers, and classified research is carried out. Specifically, there are three kinds of inquiry levels: operation experience and doing thinking as the characteristics of inquiry, situational cognition exploration, open problem exploration, the three situations are analyzed in combination with cases. The following main conclusions are drawn: 1) the results of the investigation show that teachers and students are very approbable to the course of comprehensive practical activities in mathematics, and they also agree very much with the inquiry teaching. In the teaching of mathematics comprehensive practical activities, inquiry teaching improves students' participation and enhances students' autonomous learning. In the teaching design of mathematics comprehensive practical activity course, the level of inquiry activity should be determined according to the inquiry type of comprehensive practice activity. The author designs the inquiry activity form of the corresponding level, and carries on the teaching practice to the mathematics comprehensive practice activity inquiry teaching. The result shows that the inquiry teaching is suitable for the teaching of a kind of mathematics comprehensive practice activity, and the students are easier to participate in the classroom. The interest in mathematics study is more strong, mathematics achievement has been improved. 5) in the practical evaluation, we should pay more attention to the process evaluation, but how to objectively and comprehensively take into account teachers, students, parents' evaluation needs further study.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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