“六何”认知提问导航，促进高中生数学理解

发布时间：2018-07-02 09:22

本文选题：高中数学 + 六何　；参考：《广西师范大学》2015年硕士论文

【摘要】：课堂提问是普遍的教学方式之一,是教师调动学生的主观能动性,开启学生心智,促进学生思维发展的重要手段。尤其是在数学课堂,有效的课堂提问,能促进学生对抽象的数学知识的理解,加速思维的发展。但在现阶段的高中数学教学中,许多教师的课堂提问存一些共同问题,如问题设计缺乏策略,多凭经验和感觉,忽略了知识的来龙去脉和学生认识新事物的发展规律,问题少了层次性,多了随意性等,使得学生仍旧不能真正理解数学知识,更达不到触类旁通的程度,导致教师教得辛苦,学生学得痛苦。因此,数学课堂的提问应基于学生的认知发展规律,展现知识的来龙去脉,突出教师的主导作用,学生的主体地位。在高中数学教学中,授予学生知识的同时,还要授予数学思想方法,感受数学的乐趣,促进学生的数学理解,使得教师教得轻松,学生学得快乐,成绩取得如意。本文应用导师周莹教授的优化问题的"六何"教学策略,构建高中数学"六何"认知提问导航体系,是基于学生的认知发展规律,以教师为主导,学生为主体,问题为主线,活动为主场的认知提问导航。"六何"为"从何","是何","与何","如何","变何","有何"。数学课堂在"六何"系列问题的牵引下循序渐进,交融贯通。研究采用理论结合实践,量化研究结合质性研究的方法。首先从课堂提问、问题链以及促进学生数学理解的策略三个方面,对前人的研究成果进行梳理,在此基础上对"六何"认知提问导航的关键性概念给予界定,对研究的目的、方法进行描述。其次借鉴教育学、教育学心理学和心理学等方面的理论,确立"六何"认知提问导航的理论基础、原则、教学策略。然后从教学实验中搜集了教学案例和实验数据,并通过SPSS13.0软件对数据分析得出"六何"认知提问导航对高中生的数学理解有很好的促进作用,且能够提高高中生的数学成绩的结论。同时,通过对成绩较好、成绩中等、成绩较差的三位学生的访谈,可以得出,"六何"认知提问导航通过问题充分提供学生独立思考,独立操作、合作交流的机会,调动了学生学习的积极性。最后进行反思,指出研究存在的不足之处和有待进一步发展之处。研究的创新之处主要在于构建了"六何"认知提问导航,为实现教师教得轻松,学生学得快乐提供了理论参考。
[Abstract]:Classroom questioning is one of the common teaching methods, which is an important means for teachers to mobilize students' subjective initiative, open students' minds and promote students' thinking development. Especially in mathematics classroom, effective questioning can promote students' understanding of abstract mathematics knowledge and accelerate the development of thinking. But in the present high school mathematics teaching, many teachers' classroom questions have some common problems, such as the lack of strategies in the design of the problems, the more experience and feeling, the neglect of the background of knowledge and the development law of students' understanding of new things. With the lack of hierarchy and arbitrariness, students still can not understand mathematics knowledge, and can not reach the level of analogy, which leads teachers to teach hard and students to learn painstakingly. Therefore, the questions in mathematics classroom should be based on the law of students' cognitive development, show the background of knowledge, highlight the leading role of teachers and the main position of students. In mathematics teaching in senior high school, students should be granted knowledge, thought and method of mathematics, pleasure of mathematics, and understanding of mathematics, so that teachers can teach easily, students will learn happily and their grades will be satisfactory. This paper applies the teaching strategy of teacher Professor Zhou Ying to optimize the problem, and constructs the navigation system of cognitive questioning in high school mathematics. It is based on the law of students' cognitive development, with teachers as the main body, students as the main body and problems as the main line. "what" is "from what", "what is", "and what", "how", "what change", "what is it?" Mathematics classroom in the "six what" series of problems under the traction of gradual, blend through. The research adopts the method of combining theory with practice and quantitative research with qualitative research. First of all, from three aspects of classroom questioning, question chain and strategies to promote students' mathematical understanding, this paper combs the previous research results, then defines the key concept of "six what" cognitive question navigation, and gives the purpose of the research. Method is used to describe. Secondly, using the theories of pedagogy, pedagogical psychology and psychology for reference, this paper establishes the theoretical basis, principles and teaching strategies of "six what" cognitive questioning navigation. Then it collects the teaching case and experimental data from the teaching experiment, and through the SPSS 13.0 software to the data analysis, obtains "six what" the cognition question navigation has the very good promotion function to the high school student's mathematics understanding. And can improve high school students' mathematics achievement conclusion. At the same time, through the interviews with three students with good, moderate and poor grades, it can be concluded that the "six what" cognitive questioning navigation provides students with the opportunity to think independently, operate independently, and communicate with each other through questions. The enthusiasm of the students was aroused. In the end, the author points out the shortcomings of the research and the points that need to be further developed. The innovation of the research mainly lies in the construction of the "six what" cognitive questioning navigation, which provides a theoretical reference for teachers to teach easily and students to learn happily.
【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

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