高中数学教学案一体化的调查研究

发布时间：2018-07-03 06:25

本文选题：高中数学 + 教学案　；参考：《天津师范大学》2015年硕士论文

【摘要】：高中数学新课程标准倡导构建以学生为主体的新的教学结构,把培养学生的自主学习能力作为主要目的。目前教学案一体化是被教育工作者广泛使用的教学模式,在指导学生自主学习,培养其自主学习能力方面有重要的应用。因此,在高中数学使用教学案一体化的背景下对学生自主学习现状的调研是高中数学教学改革的关键所在。基于自主学习的可信调查问卷和师生访谈,对高中生自主学习状况进行调查和比较研究,拟解决如下主要问题：(1)调查得到高中生数学自主学习整体水平如何,在自主学习调查的维度中有哪些差异,并比较不同变量在数学自主学习维度中有哪些差异；(2)基于问卷调查的数据分析,利用师生访谈形式进一步剖析为什么会存在差异；(3)根据分析结果,对高中数学教学案一体化的编写和实施提供合理建议。采用文献分析法、问卷调查法和访谈法对教学案一体化实施下的高中生数学自主学习现状进行调查研究,通过对问卷各维度得分分析和对不同变量的差异分析,得到高中生数学自主学习现状优势、不足和差异,并通过对学生和教师的深入访谈,剖析高中生数学自主学习的不足和差异性产生的原因,为提高学生自主学习能力对高中数学教学案一体化的编写和实施提出值得借鉴的建议。调查研究结果表明：(1)教学案一体化实施下高中生数学自主学习现状处于中等水平且在各维度方面的水平发展不均衡,其中高中生在数学学习内容的自主性维度上水平最高,在数学学习时间的规划维度上水平最低；(2)高中生对于学习结果的自我强化水平和社会性学习环境的利用自主水平上具有优势；(3)高中生对于使用教学案一体化进行预习和复习形式化严重,对于一题多解的自主水平较低；(4)高中生对于自我管理学习时间的自主意识较差,对于利用物质环境的自主水平较低；(5)学优生在学习内容的自主性、学习过程的监控与调节和学习环境的控制三方面明显优于学习中等生和学困生。(6)自主学习各维度对年级和性别变量不存在显著性差异。依据调研结果对教学案一体化的编写和实施提出建议：(1)转变教学观念与方式、改善教学案一体化各环节内容的设置、改善教学案一体化实施中高中生自主水平发展的不平衡、创新地运用教学案一体化,发挥教师个人特长；(2)增强对数学学习时间规划与管理的自主性、增强对数学学习过程监控与调节的自主性。
[Abstract]:The new curriculum standard of mathematics in senior high school advocates the construction of a new teaching structure with students as the main body and takes the cultivation of students' autonomous learning ability as the main purpose. At present, the integration of teaching plan is widely used by educators, which has an important application in guiding students' autonomous learning and cultivating their autonomous learning ability. Therefore, under the background of the integration of teaching plan of mathematics use in senior high school, it is the key to the reform of mathematics teaching in senior high school to investigate the present situation of students' autonomous learning. Based on a credible questionnaire of autonomous learning and interviews between teachers and students, this paper investigates and compares the autonomous learning status of senior high school students. The main problems are as follows: (1) the overall level of autonomous learning of senior high school students is obtained. What are the differences in the dimensions of autonomous learning survey, and compare the differences of different variables in the dimensions of autonomous learning; (2) based on the questionnaire data analysis, using the form of interviews between teachers and students to further analyze why there are differences; (3) according to the analysis results, it provides reasonable suggestions for the compilation and implementation of mathematics teaching plan integration in senior high school. By using the methods of literature analysis, questionnaire investigation and interview, the present situation of high school students' mathematics autonomous learning under the implementation of teaching plan integration is investigated and studied. Through the analysis of the scores of each dimension of the questionnaire and the analysis of the differences of different variables. Through the in-depth interview with the students and teachers, this paper analyzes the reasons for the deficiency and difference of the high school students' mathematics autonomous learning. In order to improve students' autonomous learning ability, some suggestions are put forward for the integration and implementation of mathematics teaching plan in senior high school. The results show that: (1) the current situation of mathematics autonomous learning of senior high school students is at the middle level and the development of each dimension is not balanced under the implementation of teaching plan integration, among which the senior high school students have the highest level in the autonomy dimension of mathematics learning content; It has the lowest level in the planning dimension of mathematics learning time. (2) High school students have advantages in self-strengthening level of learning result and using autonomy level of social learning environment; (3) Senior high school students have a serious formalization for the integration of using teaching plan, and low level of autonomy for one problem, (4) high school students have a poor sense of autonomy in self-management learning time. For the low level of autonomy in the use of the physical environment; (5) the autonomy of the students in the content of the study, The monitoring and adjustment of learning process and the control of learning environment were significantly superior to those of secondary students and students with learning difficulties. (6) there was no significant difference between the dimensions of autonomous learning and grade and gender variables. Based on the investigation results, some suggestions are put forward: (1) to change the teaching concept and method, to improve the content setting of the teaching plan integration, and to improve the imbalance of the high school students' independent level development in the implementation of the teaching plan integration. Innovatively using the integration of teaching plan to give full play to the teachers' individual strengths; (2) strengthening the autonomy of the planning and management of mathematics learning time and the autonomy of monitoring and regulating the mathematics learning process.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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