初中数学“三环七步教学模式”的课例探究

发布时间：2018-05-30 08:57

本文选题：初中数学 + 教学模式　；参考：《广西师范大学》2015年硕士论文

【摘要】：研究表明,目前初中数学教学普遍采用的教学模式不仅让教师辛苦,而且让学生痛苦,极易导致教学重负低效。义务教育数学课程标准(2011年版)指出：有效的数学教学活动是学生学与教师教的统一,学生是学习的主体,教师是学习的组织者、引导者与合作者。学习活动除了有意义的接受学习外,动手实践、自主探索、合作交流、阅读自学等也是学习重要方式。因此,提升初中数学教学有效性的教学模式亟待研究。本研究从理论上基于有效教学理念、课程改革的理念,试图建构初中数学“三环七步教学模式”,为数学教育教学工作者提供理论参考；实践上,落实和应用“三环七步教学模式”的教学实践,提出一些教学策略或建议,为数学教育教学工作者提供实践借鉴。本研究共分五个部分,第一部分为前言,基于传统数学教学模式的反思,概述了本研究的目的与问题、方法与意义。第二部分为文献综述,概述了相关研究。第三部分是理论探究部分,为本文的重点,具体介绍初中数学“三环七步教学模式”的构建,包括“三环七步教学模式”提出的背景、基本内涵、理论依据、操作流程、操作案例、实施策略等方面。“三环”是指教学的三个基本环节,即课前自主学习环节、课中展示分享环节、课后小结反馈环节。“七步”是指一节课教学过程中的七个基本步骤：明确目标、自主学习、交流·展示、典型分享、巩固·应用、小结·反思、反馈评价。模式的实施策略主要包括学习锦囊设计和学习小组建设。第四部分是课例研究和实践应用部分,也是本文的重点,比较详细了研究一位教师两次上课的同课异构,探讨了“三环七步教学模式”应用及其有效性。第五部分是结论与反思,概述了本研究存在的不足及展望。本文综合运用文献分析、经验总结与理论思辨的方法、案例分析和课例研究等方法,结合操作实例,较为系统地建构了初中数学“三环七步教学模式”,并开展实践应用。研究得到如下主要结论：(1)初中数学“三环七步教学模式”理论基础好；(2)初中数学“三环七步教学模式”操作性较强；(3)初中数学“三环七步教学模式”应用效果好。
[Abstract]:The research shows that the teaching mode commonly used in mathematics teaching in junior high school is not only hard for teachers, but also painful for students, which can easily lead to heavy teaching burden and low efficiency. The mathematics curriculum standard of compulsory education (2011 edition) points out that effective mathematics teaching activities are the unity of students' learning and teachers' teaching, students are the main body of learning, and teachers are the organizers, guides and collaborators of learning. In addition to meaningful learning activities, hands-on practice, autonomous exploration, cooperative communication, reading and self-study are also important ways of learning. Therefore, it is urgent to study the teaching mode of improving the effectiveness of mathematics teaching in junior high school. Based on the effective teaching idea and the idea of curriculum reform, this study attempts to construct the "three-ring and seven-step teaching model" in junior high school mathematics, which provides theoretical reference for mathematics educators. Carrying out and applying the teaching practice of "three-ring and seven-step teaching mode", some teaching strategies or suggestions are put forward, which can be used for reference by the teaching staff of mathematics education. This research is divided into five parts. The first part is the preface. Based on the reflection of the traditional mathematics teaching mode, the purpose and problems, methods and significance of this study are summarized. The second part is the literature review, summarized the related research. The third part is the theoretical research part, which is the focus of this paper. It introduces the construction of "three-ring and seven-step teaching mode" in junior high school mathematics, including the background, basic connotation, theoretical basis and operation process of "three-ring and seven-step teaching model". Operation case, implementation strategy and so on. "three rings" refers to the three basic links of teaching, that is, autonomous learning before class, sharing in class, and feedback after class. "Seven steps" refers to seven basic steps in the teaching process of a class: clear goal, independent learning, communication and display, typical sharing, consolidation of application, summary reflection, feedback and evaluation. The implementation strategy of the model mainly includes the design of learning bag and the construction of learning group. The fourth part is the case study and practical application part, which is also the focus of this paper. It studies in detail the isomerism of the same class in two classes of a teacher, and probes into the application and effectiveness of the "three-loop and seven-step teaching model". The fifth part is the conclusion and reflection, and summarizes the shortcomings and prospects of this study. This article synthetically uses the literature analysis, the experience summary and the theory speculative method, the case analysis and the lesson example research and so on, unifies the operation example, has constructed the junior high school mathematics "Sanhuan seven step teaching mode" systematically, and has carried out the practice application. The main conclusions are as follows: (1) the theory of "three-ring and seven-step teaching model" in junior high school mathematics is good. 2) the "three-ring and seven-step teaching model" in junior high school mathematics is more operable than that in junior high school mathematics, and the application effect of "three-ring and seven-step teaching model" in junior high school mathematics is good.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【共引文献】