PBL教学模式下的数学课堂教学设计研究

发布时间：2018-05-21 07:00

本文选题：PBL + 教学模式　；参考：《曲阜师范大学》2015年硕士论文

【摘要】：随着教育改革的不断深入发展,培养创新型人才成为我国教育的重点目标。《国家中长期教育改革与发展规划纲要(2010-2020年)》明确提出要改革人才培养模式,在学生的学习过程中采用探究式、启发式、发现式、讨论式等多种教学方式,激发学生创新意识和培养学生思考能力。但目前我国教育现状令人担忧,课堂上教学方式单一,以教师讲解,学生应答为主,学生缺乏对数学学习的兴趣,缺乏问题意识,很难培养学生的创新意识。要改变目前的现状关键在于课堂教学,课堂教学实施中最核心的、最根本和最重要的环节是课堂教学设计。基于问题的学习(Problem-Based Learning)是一种有效的教育理念,本文从理论和实践两方面对PBL教学模式下的课堂教学设计问题进行了深入探究。首先根据国内外有关文献对PBL的起源、发展以及PBL教学模式的理论基础、内涵特征等方面进行了阐述。本研究的核心问题是如何构建PBL教学模式下的数学课堂教学设计模型,此模型是在经典的教学设计上融入PBL教育理念,包括前期分析、教学设计的决策和生成以及教学评价三部分。教学设计的决策和生成是在制定好教学目标的基础上,创设问题情境,形成主题问题;分析和探究问题;解决问题;形成成果;全面评价四个阶段。在此模型基础上结合中小学具体教学内容做出两个课堂教学设计案例,分别是函数的应用、升与毫升,并在课堂中开展实证研究,比较了在小学数学课堂与高中数学课堂中实施PBL教学设计的差异,发现在小学数学课堂中比在高中数学课堂中实施PBL教学模式教学效果更好,更能调动学生的学习积极性。并找出PBL教学模式下的数学课堂教学设计的优势和不足。优势主要有以下五点:PBL教学模式有利于培养学生数学学习的兴趣;有利于数学知识的获得以及综合运用能力的提高;有利于提高学生的问题意识,培养学生的问题解决能力和创新能力;有利于培养学生的数学交流能力;有利于学生信息素养的培养。不足方面主要表现为形成合适的问题比较困难;上课时间比较紧;对学生评价操作比较难。最后提出了PBL教学模式可以应用到教师培训上,这是本研究的后续方向。
[Abstract]:With the continuous development of educational reform, cultivating innovative talents has become the key goal of education in China. The outline of the National medium and long term Education Reform and Development Plan 2010-2020 clearly proposes to reform the training mode of talents. In order to stimulate students' creative consciousness and cultivate students' thinking ability, various teaching methods, such as inquiry, heuristic, discovery and discussion, are adopted in the course of students' learning. However, the present situation of education in our country is worrying, the teaching method in class is single, teachers explain, students answer mainly, students lack interest in mathematics learning, lack of problem consciousness, it is difficult to cultivate students' innovative consciousness. To change the present situation, the key lies in classroom teaching, the most core, the most fundamental and the most important link in the implementation of classroom teaching is classroom teaching design. Problem-Based learning is an effective educational concept. This paper probes into the problem of classroom teaching design under the PBL teaching mode from the aspects of theory and practice. Firstly, the origin and development of PBL, the theoretical basis and connotation characteristics of PBL teaching mode are expounded according to the relevant literature at home and abroad. The core problem of this study is how to construct the mathematics classroom teaching design model under the PBL teaching mode. This model is integrated with the PBL educational idea in the classical teaching design, including the preliminary analysis. There are three parts: decision making and generation of teaching design and teaching evaluation. The decision-making and generation of teaching design is to create problem situations, form thematic problems, analyze and explore problems, solve problems, form results and comprehensively evaluate four stages on the basis of making teaching objectives. On the basis of this model, two cases of classroom teaching design are made in combination with the specific teaching contents of primary and secondary schools. They are the application of function, liter and milliliter, and the empirical research is carried out in the classroom. This paper compares the differences of PBL teaching design between primary mathematics class and senior high school mathematics classroom, and finds that the teaching effect of PBL teaching mode in primary school mathematics classroom is better than that in high school mathematics classroom, and it can arouse the students' learning enthusiasm. And find out the advantages and disadvantages of mathematics classroom teaching design under PBL teaching mode. The main advantages are as follows: the following five points: PBL teaching model is conducive to cultivating students' interest in mathematics learning; it is conducive to the acquisition of mathematical knowledge and the improvement of comprehensive application ability; and it is conducive to raising students' awareness of problems. It is beneficial to cultivate the students' ability of mathematical communication and the cultivation of students' information literacy. The deficiency mainly shows that it is difficult to form suitable problems, the class time is tight, and it is difficult to evaluate the students. Finally, the author puts forward that PBL teaching mode can be applied to teacher training, which is the follow-up direction of this study.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【参考文献】