中学数学课程三维目标落实情况的调查研究

发布时间：2018-05-29 21:50

本文选题：中学数学课程 + 三维目标　；参考：《扬州大学》2015年硕士论文

【摘要】：教育部《基础教育课程改革纲要(试行)》对课程目标从“知识与技能”、“过程与方法”、“情感、态度与价值观”三方面提出了要求,构成了我国现行课程的“三维目标”。自本世纪初课程改革以来,“三维目标”颇受人们的关注,甚至引起争鸣。十多年来,中学数学教师对三维目标有一个怎样的认识?他们是如何看待这些争议呢?中学数学课程三维目标的落实情况如何?这些现实问题驱使着我们进行调查研究。研究中,采用了文献研究法、问卷调查和课堂观察等方法,对中学数学课程三维目标实施情况展开调查、分析和研究。具体地：首先,本论文通过对相关文献的阅读和梳理,理清了三维目标的内涵,初步了解了三维目标所受到的一些争议以及落实过程中所存在的一些困惑。通过将初、高中数学课程《标准》与原教学大纲中课程目标之间的比较、两个《标准》课程目标之间的比较,解读了中学数学课程三维目标的具体内涵,并且提出初、高中数学课程目标之间的衔接问题：(1)课程目标的结构上差异主要表现在：初中课程目标从“知识技能”、“数学思考”、“问题解决”和“情感态度”四个维度进行阐述,而高中《标准》要求从“知识与技能”、“过程与方法”、“情感、态度与价值观”三个维度进行阐述；(2)课程目标的内容上差异主要体现在“四基”和“双基”、以及对“评价和反思意识”、“体会数学的美”要求上其次,本论文通过自编问卷,在经过可靠性分析的前提下,选取江苏某些地区中学数学教师为对象展开调查,了解他们对三维目标的认识情况,探讨了中学数学教师在对三维目标的设计、实施和评价方面存在的一些问题,主要得出以下几个结论：(1)教师对三维目标的认识不够；(2)目标设计的指导作用不够明显；(3)课堂实施过程中存在顾此失彼的现象；(4)教师自我反思存在不足和对学生的评价也不够全面。接着,笔者走进中学数学课堂,通过对一个单元的教学内容进行连续性观察,进一步调查了解数学教师在教学过程中实施三维目标的情况。调查结论有以下两点：(1)在目标的预设方面,教师一般都能够把握好目标的设计依据,但是“情感、态度与价值观”目标层面涉及较少,目标表述也不够准确。(2)在目标达成方面,“知识与技能”目标实现较好,体验性目标达成效果不理想。关于分层教学、重视目标生成则很少在课堂中体现。最后,笔者针对三维目标在落实过程中存在的问题,从提高理论认识、加强目标预设、构建有效策略、促进反思几个方面提出了促进三维目标有效落实的几点建议,以期望本研究能够为中学数学教师落实三维目标提供参考。
[Abstract]:The outline of basic Education Curriculum Reform (trial) of the Ministry of Education puts forward the requirements for the curriculum objectives from three aspects: "knowledge and skill", "process and method", "emotion, attitude and values", and constitutes the "three-dimensional goal" of the current curriculum in China. Since the curriculum reform at the beginning of this century, three-dimensional goals have attracted much attention and even caused controversy. Over the past decade or so, how do middle school mathematics teachers have a good understanding of the three-dimensional goal? What do they think of these controversies? How about the implementation of the three-dimensional goal of mathematics curriculum in middle school? These practical problems drive us to investigate and study. In the study, the methods of literature research, questionnaire investigation and classroom observation are used to investigate, analyze and study the implementation of three dimensional objectives of mathematics curriculum in middle school. Concretely: first of all, through reading and combing the relevant literature, this paper clarifies the connotation of three-dimensional target, and preliminarily understands some controversy and confusion in the process of implementation. By comparing the curriculum objectives of the junior high school mathematics curriculum with the original curriculum objectives, and comparing the two curriculum objectives, this paper interprets the concrete connotation of the three-dimensional objectives of the middle school mathematics curriculum, and puts forward the preliminary analysis. The structural difference of curriculum objectives is mainly manifested in: junior high school curriculum goals are elaborated from four dimensions: knowledge and skill, mathematical thinking, problem solving and emotional attitude. The standard of senior high school requires that the content differences of curriculum objectives are mainly embodied in "four bases" and "two bases" from the three dimensions of "knowledge and skill", "process and method", "emotion, attitude and values". As well as the "evaluation and reflection consciousness", "experience the beauty of mathematics" requirements on the next, this paper through the self-compiled questionnaire, after reliability analysis, selected some areas of Jiangsu middle school mathematics teachers as the object of investigation. To understand their understanding of the three-dimensional goal, and to explore some problems existing in the design, implementation and evaluation of the three-dimensional goal by middle school mathematics teachers. The main conclusions are as follows: 1) the teacher's understanding of the three-dimensional goal is not enough) the guiding function of the goal design is not obvious enough (3) there is a phenomenon of taking care of one side or the other in the course of classroom implementation. The evaluation is also not comprehensive enough. Then, the author goes into the middle school mathematics classroom, through the continuous observation to the teaching content of a unit, further investigates and understands the mathematics teacher in the teaching process implementation three-dimensional goal situation. There are two points: 1) in terms of the presupposition of the goal, the teacher can generally grasp the design basis of the goal, but the goal level of "emotion, attitude and value" is less involved, and the expression of the goal is not accurate enough. The goal of "knowledge and skill" is well realized, and the effect of experiential goal is not ideal. Regarding stratified teaching, attention to goal generation is rarely reflected in the classroom. Finally, aiming at the problems existing in the process of implementing the three-dimensional target, the author puts forward some suggestions to promote the effective implementation of the three-dimensional goal from the aspects of improving the theoretical understanding, strengthening the presupposition of the goal, constructing effective strategies and promoting reflection. It is expected that this study can provide a reference for middle school mathematics teachers to implement three-dimensional goals.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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