高中数学PBL教学法的实施策略研究

发布时间：2018-05-20 06:18

本文选题：高中数学 + PBL教学法　；参考：《延边大学》2015年硕士论文

【摘要】：课程改革,对于教育工作者而言既是新的机遇,也是挑战。新轮课程改革是我国历次数学课程改革中力度比较大的一次,在贯彻实施过程中研究性学习课程资源的开发,优化配置研究性课程,使其与常规课堂教学活动有机结合都是值得教育研究者给予重视的方面。特别是在高中数学学科的教学中,如何使研究性学习发挥其优势,一方面巩固、补充常规课堂知识的学习,另一方面为学生进入高层次学习做准备是数学教育的热点话题之一。在这样的背景下,笔者选择了PBL教学法作为工具与媒介进行高中数学教学研究探索。PBL教学法以建构主义理论为基础,主张以结构不良的生活中实际问题引导学生,通过学生自主进行信息搜集、筛选、小组讨论得出结果的学习方法,培养学生问题解决的能力,信息处理能力,合同协作等能力。笔者根据PBL教学法理论以及实验对象实际情况,立足高中数学解三角形和正弦函数、余弦函数应用内容,设计两轮PBL教学实验。由第一轮PBL实验结果分析,学生普遍能够接受这样的教学形式。在PBL教学中,不论是数学学业成绩高低的学生都能够得到参与和展示的机会。但是,第一轮实验中存在以下问题：1学生的资料搜集时间不足；2、知识的传输效率较低；3、PBL问题的指向不明确。据此,笔者完善了实验方案并开展了第二轮PBL实验。第二轮PBL实验与学生的教学进度相匹,从而使PBL问题指向更明确,同时增设了课前预习时间,以保证学生对资料的充分搜集。通过第二轮PBL实验发现,PBL教学法应用在合适的课题中可以对学生的成绩产生积极的正向影响,在PBL教学后学生对知识的总结和提炼有效信息的能力都有所提高。通过两轮PBL实验,笔者归纳总结出PBL教学法在高中数学教学中学习材料的编制的策略、PBL教学模式实施流程策略、PBL教学模式的评价策略等三方面策略。在结论与建议中,笔者认为PBL能够帮助学生拓宽知识广度学习,而知识深度的成效仍待进一步探究；PBL能够促进学生合作学习的技能；恰当的应用PBL教学法对学生的学习成绩产生正向影响。最后笔者建议在有条件的学校中设置PBL教学专用教室：教师在教学中应当尝试改变固定、单一的教学模式；教学中多鼓励中低学习成就学生表达自己的想法；及时评价学生每一学习阶段的状态为进一步教学提供参考。
[Abstract]:Curriculum reform is both a new opportunity and a challenge for educators. The new round curriculum reform is one of the most powerful reforms of mathematics curriculum in our country. In the course of carrying out and implementing, the development of research learning curriculum resources and the optimization of allocation of research courses are carried out. It is worthy of attention by educational researchers to combine it organically with routine classroom teaching activities. Especially in the teaching of high school mathematics, how to make research-based learning play its advantages, on the one hand, to consolidate and supplement the learning of conventional classroom knowledge, on the other hand, to prepare students to enter into high-level learning is one of the hot topics in mathematics education. Under this background, the author chooses the PBL teaching method as the tool and medium to carry on the high school mathematics teaching research exploration. The PBL teaching method is based on the constructivism theory, and advocates that the students should be guided by the actual problems in the poorly structured life. Through students' independent information collection, screening, group discussion of the results of the learning methods, to develop students' ability to solve problems, information processing ability, contract collaboration and so on. According to the theory of PBL teaching method and the actual situation of experimental object, the author designs two rounds of PBL teaching experiment based on solving triangle and sinusoidal function in high school mathematics and the application content of cosine function. By analyzing the results of the first round of PBL experiments, students are generally able to accept this form of teaching. In PBL teaching, students, whether high or low in mathematics academic achievement, can get the opportunity to participate and show. However, the following problems exist in the first round of experiments: the data collection time of students at 1: 1 is less than 2, and the transmission efficiency of knowledge is low. The direction of PBL problem is not clear. Accordingly, the author has perfected the experimental scheme and carried out the second round of PBL experiment. The second round of PBL experiment is in line with the teaching progress of the students, which makes the problem of PBL more clear. At the same time, the pre-study time is added in order to ensure the students to collect fully the data. Through the second round of PBL experiments, it is found that the application of PBL-based teaching method in appropriate subjects can have a positive impact on students' achievement, and the students' ability to summarize knowledge and extract effective information has been improved after PBL teaching. Through two rounds of PBL experiments, the author sums up the strategies of compiling learning materials for PBL teaching method in senior high school mathematics teaching, and the implementation process strategy of PBL teaching mode and the evaluation strategy of PBL teaching mode. In conclusion and suggestion, the author thinks that PBL can help students to broaden their knowledge span learning, and the effect of knowledge depth still needs to be further explored to promote the students' skills of cooperative learning. Proper application of PBL teaching method has a positive effect on students' academic achievement. Finally, the author suggests the establishment of PBL classroom in conditional schools: teachers should try to change the fixed and single teaching mode in teaching, encourage students to express their ideas in middle and low learning. Timely evaluation of students at each stage of study provides a reference for further teaching.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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