基于范希尔理论的高一学生逻辑思维水平分析

发布时间：2018-06-20 13:07

本文选题：范希尔理论 + 逻辑思维水平　；参考：《江西师范大学》2015年硕士论文

【摘要】：本文借助范希尔理论对学生的三角函数知识学习中的思维水平进行划分,提出界定学生逻辑思维水平的方案并实施调查和分析,通过对某校高一年级207位学生数学逻辑思维水平的调查,分析高一学生逻辑思维水平的现状,探讨逻辑思维水平和数学成绩的相关状况。得出以下结论:(1)逻辑思维水平对数学成绩呈显著的正相关。逻辑思维水平越高,数学成绩越好;(2)高一学生大部分逻辑思维水平能达到水平3(理论化水平),处于水平1(直观化)、水平2(分析水平)的人数较水平3少,但是1-水平和2-水平的总人数超过了3-水平人数。在此基础上,我们提出教学建议:(1)强化基本概念的教学;(2)重视运用数学语言进行推理的能力的培养;(3)引导学生建立动态的联系的知识体系;(4)重视提问的技巧;(5)注意逻辑思维的性别差异。
[Abstract]:In this paper, the thinking level of students' knowledge of trigonometric functions is divided with the aid of Van Hill's theory, and the scheme of defining students' logical thinking level is put forward, and the investigation and analysis are carried out. Based on the investigation of 207 senior students' logical thinking level, this paper analyzes the present situation of the students' logical thinking level, and probes into the correlation between the logical thinking level and the mathematics achievement. Draw the following conclusion: 1) the level of logical thinking has a significant positive correlation with math achievement. The higher the level of logical thinking, the better the score of mathematics.) most of the students in Senior one can reach level 3 (theoretical level, level 1, level 2 (analysis level) is less than level 3, the number of students at level 1 (intuitionistic level), level 2 (analysis level) is less than level 3. But the total number of 1-level and 2-level is more than 3-level. On this basis, We put forward a teaching suggestion: 1) strengthen the teaching of basic concepts. 2) attach importance to the cultivation of the ability to use mathematical language to infer. 3) guide students to establish a knowledge system of dynamic connection. 4) pay attention to the skills of asking questions. 5) pay attention to the gender differences in logical thinking.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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