高中数学问题提出的课堂教学研究

发布时间：2018-09-04 19:24

【摘要】：创新意识的培养是现代数学教育的基本任务,应体现在数学教与学的过程之中。学生发现问题和提出问题是创新的基础。问题是数学发展的源泉,也是数学创新的基础,数学问题可以把思考引向深处,问题可以发现新的思路。我国研究者对问题和问题提出内涵解读以及在数学课堂教学中得到特别的重视,大部分都集中在思辨论证阶段,而对深入学校扎扎实实地了解、考察实际实施状况的研究相对忽视。国外对数学问题提出的课堂教学的研究比较丰富,而我国涉及数学问题在课堂教学中的实证研究文章也较少。为此,本研究做了以下一些工作及其得出的结论:第一、通过文献研究,提出高中数学问题提出课堂教学的研究背景以及问题、数学问题、问题提出的核心概念。第二、根据中学数学课堂中问题提出的学生活动的强弱关系,构建了数学问题提出的课堂教学的五级水平体系。根据课堂教学中问题提出的五级水平体系,通过问卷和访谈的形式,调查了高中数学课堂教学中问题提出的师生活动究竟如何?问题提出主要是那种水平较好?是实现学生自主学习、合作探究、发现问题和提出问题的教育理念,还是沿袭教师讲学生听的教学方式?第三、通过访谈、问卷调查、随机听课、测试及教师个案分析等方法,比较了不同的课堂教学中数学问题提出的差异,对不同程度的学生进行了数学问题提出的认识、态度和影响因素等进行对比分析;对不同学校的教师进行了数学问题提出的认识、学习情况、课堂教学指导情况和一些外界因素的影响进行横向对比。其研究的结果是:教师和学生都倾向于师生探究式的问题提出教学方式;成绩差异较大的学生对数学问题提出没有太大的差别;教师在引导学生提出问题过程中起着关键作用。优秀的学生更希望得到教师的直接讲解;中等学生和差等生希望更多地获得教师的鼓励和支持;不同学校的教师都对数学问题提出的课堂教学持“观望”的态度,希望获得更多的指导;许多学生对“问题”把握不准,认为提出问题也许不太“合适”;问题提出的外界因素的影响也是阻碍学生问题提出的最大“瓶颈”。第四、在问题提出的课堂教学的个案研究中,培养学生良好的问题意识还是在问题解决中和问题解决后进行,学生能进行“模仿”提出一些数学问题;教师在教学时也使用“问题”驱动教学,利用“问题串”完成教学任务,提出“问题串”的“串联模式”、“并联模式”和“混联模式”,为学生认识并提出问题搭建良好平台。第五、在问题提出的“教”与“学”中,学生要能提出问题,离不开教师“元认知指导语”的引导,对学生进行“元认知训练”有效地促进学生在课堂教学中提出问题。从三大因素九个方面对数学问题提出前、数学问题提出中和数学问题提出后进行了元认知理论的刻画。得出的结论是:优秀学生的数学问题出的元认知总体上比中等生(差等生)的要好,优秀学生在个体知识、任务知识、计划和调控等元认知因素中比中等生在这些方面出现的可能性较大。中等生和差等生在策略、反思和调控方面不如优等生强,中等生和差等生在提出问题和表述问题时表现出不太自信的特点。经过训练在学生的问题提出的元认知体验方面,中等生和优等生没有太大的差别。中等生在问题提出的态度上容易获得成功的体验,优等生除了提出问题之外,还要考虑其它别的因素人,如怎样解决、是否合理等,中等生在这方面考虑欠佳。
[Abstract]:The cultivation of innovative consciousness is the basic task of modern mathematics education, which should be embodied in the process of mathematics teaching and learning. Students discover problems and propose problems as the basis of innovation. Problems are the source of mathematical development and the basis of mathematical innovation. Mathematical problems can lead their thinking to the depths, and problems can find new ideas. Most of them concentrate on the stage of speculation and argumentation, but neglect the study of thoroughly understanding the school and investigating the actual implementation. Therefore, this study has done the following work and its conclusions: first, through literature research, put forward the research background and problems of high school mathematics classroom teaching, mathematical problems, the core concepts of the problem. second, according to the middle school mathematics classroom problems. This paper puts forward the relationship between the strength and weakness of students'activities, and constructs a five-level system of classroom teaching for mathematical problems. According to the five-level system of classroom teaching problems, through questionnaires and interviews, the author investigates what kind of teacher-life activities are put forward in high school mathematics classroom teaching. The main problem is what kind of level is better. Is it the educational idea of realizing students'autonomous learning, cooperative inquiry, finding problems and raising questions, or is it the teaching method that teachers teach students to listen to? Thirdly, through interviews, questionnaires, random lectures, tests and teacher case analysis, this paper compares the differences of mathematical problems in different classroom teaching, and makes a comparison between students of different degrees. This paper makes a contrastive analysis of the understanding, attitude and influencing factors of mathematical problems, and makes a horizontal comparison of the understanding, learning, classroom instruction and some external factors of teachers in different schools. The excellent students want to be explained directly by the teachers; the middle and poor students want more encouragement and support from the teachers; teachers in different schools all want more encouragement and support from the teachers. Many students hold a "wait-and-see" attitude toward the classroom teaching of mathematical problems, hoping to get more guidance; many students are not sure about the "problems" and think it may not be "appropriate" to ask questions; the influence of the external factors of the problems is also the biggest "bottleneck" to hinder students'problems. Fourthly, classroom teaching of problem-solving is proposed. In the case study, the cultivation of students'good problem consciousness is still carried out in the process of problem solving and after problem solving, students can "imitate" to raise some mathematical problems; teachers also use "problem" to drive teaching, use "problem series" to complete teaching tasks, and put forward "series" and "parallel" of "problem series". Fifthly, in the "teaching" and "learning" put forward in the question, students can ask questions without the guidance of the teacher's "meta-cognitive guidance", and the "meta-cognitive training" can effectively promote students to ask questions in classroom teaching. The conclusion is that the excellent students'metacognition of mathematical problems is generally better than the middle students' (poor students'), and the excellent students'metacognition of individual knowledge, task knowledge, planning and regulation is better than the middle students' (poor students'). Medium students and poor students are not as good as top students in strategy, reflection and regulation, and middle students and poor students are not very confident in asking and expressing questions. There are too many differences. The middle school students are easy to get a successful experience in problem-solving attitude. Besides asking questions, the top students should also consider other factors, such as how to solve the problem, whether it is reasonable or not. The middle school students are not good at this aspect.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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