新课标下初中数学中函数模块教学探讨
发布时间：2018-12-13 13:37
【摘要】：函数模块教学在初中数学中占有非常重要的位置,函数是整个代数的一条主线,与方程、不等式等知识具有内在的联系,是解决生活实际问题的重要模型。函数与其它章节的知识联系紧密,是很多数学知识的交汇点。同时,函数有广泛的实际应用。新课程改革更加注重联系生活实际,加强了函数知识与问题解决之间的联系,知识的纯数学水平难度有所降低,也体现着《初中数学课程标准》所倡导的“人人学有价值的数学；人人都能获得必需的数学；不同的人在数学上得到不同的发展”的基本理念,使得数学教育面向全体学生,更是要在课堂教学中去体现,最终要落实到每个学生的个人发展上。首先论述了国内外关于初中函数模块教学的研究现状及发展进程的规律,从布鲁纳的认知结构教学理论、皮亚杰认知发展理论、杜宾斯基理论出发,在此基础上对初中数学中函数模块教学的进行了分析。在搜集、整理和分析相关研究成果的基础上,对延吉市第四中学和第六中学初三年级8个平行班级的400名学生展开试卷测验,了解初中生对函数内容掌握情况,从学生角度分析函数学习的障碍和常见问题,并对学生进行问卷调查,主要是针对学生函数学习的态度、认识、对数学教师的教学方法和数学教材的熟知程度几方面进行统计与分析。同时从教师的教学观念和教学实践活动情况出发,随机抽取延吉市两所中学40名数学教师进行问卷调查,了解教师对函数内容的教学现状,并结合访谈法、深入课堂等方式对这些教师进行详细的了解,从教师角度对函数教学设计提出合理建议。根据问卷调查结果可以看出,学生对函数的认知水平不高、学生的思维能力不强、学生没有形成良好的学习习、教师的教学水平不高都对初中函数模块的教学存在困境,并对这些困境进行分析,最后提出以下六点有利于函数模块教学的策略：(1)加强函数概念的形成；(2)注重数学思想的渗透；(3)注重学生主体地位的提高；(4)注重问题情境的设计；(5)转变教师角色,提升教师函数水平；(6)充分发挥多媒体教学的优势。并通过举例对每种策略进行作证和详细的剖析,使得策略更具有实效性。
[Abstract]:Function module teaching occupies a very important position in junior high school mathematics. Function is the main line of the whole algebra and has internal relation with the knowledge of equation and inequality. It is an important model to solve the practical problems of life. Function is closely related to the knowledge of other chapters and is the intersection of many mathematical knowledge. At the same time, the function has a wide range of practical applications. The new curriculum reform pays more attention to the reality of life, strengthens the connection between functional knowledge and problem solving, and reduces the difficulty of pure mathematics level of knowledge. It also embodies the "everyone learns valuable mathematics" advocated by "Junior Middle School Mathematics Curriculum Standard"; Everyone can get the necessary mathematics, and different people get different development in mathematics, which makes mathematics education for all students, but also to be reflected in classroom teaching, and finally to the individual development of each student. First of all, it discusses the current research situation and the law of development of function module teaching in junior high school at home and abroad, starting from Bruner's theory of cognitive structure teaching, Piaget's theory of cognitive development, and Dobinski's theory. On the basis of this, the function module teaching in junior high school mathematics is analyzed. On the basis of collecting, sorting out and analyzing the related research results, 400 students in 8 parallel classes of Grade 4 and Grade 3 of the fourth and sixth middle schools in Yanji City were tested in test papers to understand the function content of junior high school students. From the point of view of students, this paper analyzes the obstacles and common problems in function learning, and makes a questionnaire survey on students, which is mainly aimed at the attitude and understanding of students' function learning. This paper makes statistics and analysis on the teaching methods of mathematics teachers and the familiarity of mathematics teaching materials. At the same time, starting from the teachers' teaching concept and teaching practice, 40 mathematics teachers from two middle schools in Yanji City were randomly selected for a questionnaire survey to understand the current situation of teachers' teaching of function content, and combined with the interview method. This paper makes a detailed understanding of these teachers in the classroom, and puts forward some reasonable suggestions on the function teaching design from the teacher's point of view. According to the result of the questionnaire survey, it can be seen that the students' cognitive level of function is not high, the students' thinking ability is not strong, the students have not formed good learning habits, and the teachers' teaching level is not high, all of them have difficulties in the teaching of function modules in junior high school. Finally, the following six strategies are put forward in favor of function module teaching: (1) strengthening the formation of the concept of function; (2) pay attention to the infiltration of mathematical thought; (3) pay attention to the improvement of students' main position; (4) pay attention to the design of problem situation; (5) change the teacher's role and improve the teacher's function level; (6) give full play to the advantages of multimedia teaching. And through giving evidence and detailed analysis of each strategy, the strategy is more effective.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2376622
[Abstract]:Function module teaching occupies a very important position in junior high school mathematics. Function is the main line of the whole algebra and has internal relation with the knowledge of equation and inequality. It is an important model to solve the practical problems of life. Function is closely related to the knowledge of other chapters and is the intersection of many mathematical knowledge. At the same time, the function has a wide range of practical applications. The new curriculum reform pays more attention to the reality of life, strengthens the connection between functional knowledge and problem solving, and reduces the difficulty of pure mathematics level of knowledge. It also embodies the "everyone learns valuable mathematics" advocated by "Junior Middle School Mathematics Curriculum Standard"; Everyone can get the necessary mathematics, and different people get different development in mathematics, which makes mathematics education for all students, but also to be reflected in classroom teaching, and finally to the individual development of each student. First of all, it discusses the current research situation and the law of development of function module teaching in junior high school at home and abroad, starting from Bruner's theory of cognitive structure teaching, Piaget's theory of cognitive development, and Dobinski's theory. On the basis of this, the function module teaching in junior high school mathematics is analyzed. On the basis of collecting, sorting out and analyzing the related research results, 400 students in 8 parallel classes of Grade 4 and Grade 3 of the fourth and sixth middle schools in Yanji City were tested in test papers to understand the function content of junior high school students. From the point of view of students, this paper analyzes the obstacles and common problems in function learning, and makes a questionnaire survey on students, which is mainly aimed at the attitude and understanding of students' function learning. This paper makes statistics and analysis on the teaching methods of mathematics teachers and the familiarity of mathematics teaching materials. At the same time, starting from the teachers' teaching concept and teaching practice, 40 mathematics teachers from two middle schools in Yanji City were randomly selected for a questionnaire survey to understand the current situation of teachers' teaching of function content, and combined with the interview method. This paper makes a detailed understanding of these teachers in the classroom, and puts forward some reasonable suggestions on the function teaching design from the teacher's point of view. According to the result of the questionnaire survey, it can be seen that the students' cognitive level of function is not high, the students' thinking ability is not strong, the students have not formed good learning habits, and the teachers' teaching level is not high, all of them have difficulties in the teaching of function modules in junior high school. Finally, the following six strategies are put forward in favor of function module teaching: (1) strengthening the formation of the concept of function; (2) pay attention to the infiltration of mathematical thought; (3) pay attention to the improvement of students' main position; (4) pay attention to the design of problem situation; (5) change the teacher's role and improve the teacher's function level; (6) give full play to the advantages of multimedia teaching. And through giving evidence and detailed analysis of each strategy, the strategy is more effective.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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1 姚素红;;浅谈中学数学激趣教学[J];中国科教创新导刊;2009年36期
相关博士学位论文 前1条
1 濮安山;初中生函数概念发展研究[D];东北师范大学;2011年
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