基于问题情境的初中数学命题的教学研究

发布时间：2018-10-20 06:49

【摘要】：数学命题是概念与概念之间的联结,主要包括定理、公理、公式、法则以及推论、逆定理等,而命题又高于概念的学习,是高层次的认知。数学命题教学是数学学科的基础,并且蕴含许多数学思想方法,是对学生思维能力培养的重要手段,数学命题的学习直接影响学生的思维能力和逻辑推理能力的培养,在命题的学习中打好基础,有助于学生建立起良好的认知结构,并对以后学习新的知识和技能有着至关重要的作用。问题情境教学是以情境学习和建构主义理论为基础开展的教学,强调以数学问题为核心,教师为学生提供一些来源于真实生活的问题情境或是包含数学问题的情境,让学生在学习命题的过程中主动发现问题。强调教师应作为学生的辅助者、指导者,以学生为主体,教师要了解学生的已有知识结构,在学生的最近发展区内,为学生创设问题情境,使新的知识与学生已有的知识和经验产生冲突,这样的教学能够引起学生强烈的求知欲和探索欲,激发学生的问题意识,使其产生内心冲突,处于想要解决却又不能解决的状态,这样就能促使学生积极的思考和分析问题并产生质疑,进而对已有的知识进行重新建构,完善学生的知识体系,调动学生的智力和非智力因素,提高学生的创新能力。因此在数学命题教学中设置问题情境,能够有效的提高课堂教学效率,使学生更深入的理解命题。本文拟研究的基于问题情境的初中数学命题教学分为以下三部分：命题的引入中的问题情境,通过模拟现实需要解决的问题来激发学生的问题意识,在教师的引导下,获得数学命题；命题的证明中的问题情境,利用数学史、实践型、竞赛型的问题情境使学生体会命题发生发展的过程；命题的应用中的问题情境,用变式训练帮助学生从不同角度更深入的理解命题并能灵活运用,使学生能够建立较完善的数学知识体系。
[Abstract]:Mathematical proposition is the connection between concept and concept, including theorems, formulas, rules and inferences, inverse theorems, etc. Proposition is higher than the learning of concept, so it is a high-level cognition. Mathematics proposition teaching is the foundation of mathematics subject and contains many mathematical thought methods. It is an important means to cultivate students' thinking ability. The study of mathematical proposition directly affects the cultivation of students' thinking ability and logical reasoning ability. Laying a good foundation in the study of propositions will help students to build up a good cognitive structure and play a vital role in learning new knowledge and skills in the future. Problem situational teaching is based on situational learning and constructivism theory. It emphasizes that taking mathematical problems as the core, teachers provide students with some problem situations which come from real life or contain mathematical problems. Allow students to actively discover problems in the process of learning propositions. It is emphasized that teachers should act as assistants and mentors of students, take students as the main body, and teachers should understand the existing knowledge structure of students, and create problem situations for students in the recent development area of students. The new knowledge conflicts with the students' existing knowledge and experience. This kind of teaching can arouse the students' keen desire for knowledge and exploration, arouse the students' consciousness of problems, and make them have inner conflicts. In the state of wanting to solve but can't solve, it can urge students to think and analyze problems positively and question, and then reconstruct the existing knowledge and perfect the knowledge system of students. Mobilize students' intelligence and non-intelligence factors to improve students' innovative ability. Therefore, setting up problem situation in mathematics proposition teaching can effectively improve the efficiency of classroom teaching and make students understand the proposition more deeply. The teaching of junior high school mathematics proposition based on problem situation is divided into three parts: the problem situation in the introduction of proposition, the problem consciousness of students is stimulated by simulating the problems that need to be solved in reality, under the guidance of the teacher, the teaching of mathematics proposition in junior middle school is divided into three parts. Obtaining mathematical proposition, problem situation in propositional proof, making use of mathematical history, practice type and contest type problem situation to make students realize the process of propositional development, problem situation in the application of propositions, The use of variant training helps students to understand the proposition more deeply from different angles and can be used flexibly, so that students can set up a more perfect mathematical knowledge system.
【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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