基于分层教学管理模式下的数学课堂教学研究

发布时间：2019-01-23 16:39

【摘要】：随着九年义务教育的实施,加之我校地处城乡交界,农村子女较多,且学生素质参差不齐。我校数学的学习问题凸现出来,有根本不学习的,也有学不会的,加上数学学科在学生头脑中是“老大难”的传统思维的限制,学生学习的主动性和自觉性普遍较差,一度成绩很难提高。另一方面,受学生大班化、课时数及课堂45分钟时间等限制,课堂教学可提供给不同层次学生的参与机会是有限的,因此在实际工作中作为数学教师会不断尝试用更好的方式来改变班级教学模式下存在的学生差异问题。通过分析所在中学数学教学现状,研究国内外数学教学的改革实践,决定在本校数学课堂教学中进行分层教学的实验研究。分层教学符合唯物主义辨证理论,符合教育学理论,符合学生的学习心理,也符合教学论中的因材施教等原则,有着广泛的理论基础。本研究以邢台市某中学高一某班的全体学生为研究对象,高一另一个班为对照班,实验期限为一学年。在实验前和实验后分别对两个班学生的数学学习进行了测试,即前测与后测。与此同时,为了调查学生实验前后的数学学习状况,实验前后分别对这两个班同学进行了问卷调查。通过实践,分层教学研究在提高学生数学学习兴趣和考试成绩方面较传统教学有很大的优势。在承认学生有差异的前提下,对同一班级的学生实施分层教学。有利于教师素质的提高,有利于发挥学生的主体作用,也有利于培养学生良好的学习习惯。本文由五部分组成。第一部分:对高中教学现状及课堂学生存在的问题进行分析研究。第二部分:包括数学分层教学提出的背景、以及国内外分层教学的发展及历史演变。第三部分:利用教学案例,结合具体教学内容,对分层教学的具体实施进行系统的研究。通过实验班与对比班的对比实验研究,了解在高中数学教学中,实施分层教学后对学生的数学学习兴趣水平、学生在数学课堂上的参与度以及学习成绩的影响。第四部分:总结与展望。第五部分:结束语。本研究表明:分层教学的实施教学能从学生的现有水平出发,真正做到面向全体学生,充分调动了学生学习的积极性、主动性,提高了课堂教学的效率,增进了“师与生”之间、“生与生”之间的情感交流,转变了教师的教学观念、提高了教师的教学能力和科研水平。
[Abstract]:With the implementation of nine-year compulsory education and our school is located at the border between urban and rural areas, there are more children in rural areas, and the quality of students is uneven. The problems of learning mathematics in our school have emerged, some of them do not study at all, and some do not learn at all. In addition, the limitation of the traditional thinking that mathematics subjects are "old and difficult" in the minds of students makes students generally less active and self-conscious in their study. It was difficult to improve at one time. On the other hand, due to the limitation of the class size, the number of class hours and the 45 minutes of the class, the opportunities that classroom teaching can offer to students at different levels are limited. Therefore, in practical work, as a mathematics teacher, it will try to change the student differences in class teaching mode in a better way. Through analyzing the present situation of mathematics teaching in the middle school and studying the reform practice of mathematics teaching at home and abroad, it is decided to carry on the experiment research of stratified teaching in the mathematics classroom teaching of our school. Stratified teaching accords with the dialectical theory of materialism, the theory of pedagogy, the learning psychology of students, and the principle of teaching in accordance with students' aptitude, which has a wide theoretical foundation. This study takes all the students of a high school class in Xingtai City as the research object, and another class as a control class in Xingtai City. The experimental period is one school year. The mathematical learning of the two classes was tested before and after the experiment, that is, pre-test and post-test. At the same time, in order to investigate the mathematics learning of the students before and after the experiment, the two classes were investigated by questionnaire before and after the experiment. Through practice, stratified teaching research has great advantages over traditional teaching in improving students' interest in mathematics learning and examination results. On the premise of admitting the difference of students, the students in the same class are taught in different levels. It is beneficial to the improvement of teachers' quality, to the development of students' main body and to the cultivation of students' good study habits. This paper consists of five parts. The first part: the present situation of high school teaching and the problems of classroom students. The second part includes the background of mathematics stratification teaching, and the development and historical evolution of stratified teaching at home and abroad. The third part: using the teaching case, combining the concrete teaching content, carries on the systematic research to the concrete implementation of the stratified teaching. Through the comparative experimental study between the experimental class and the contrast class, the influence of the stratified teaching on the students' interest in mathematics learning, students' participation in the mathematics class and their learning achievement in senior high school mathematics teaching is understood. The fourth part: summary and prospect. Part V: conclusion. The research shows that the implementation of stratified teaching can start from the existing level of students, truly face all students, fully mobilize the enthusiasm and initiative of students, and improve the efficiency of classroom teaching. It enhances the emotional exchange between teachers and students, and between students and teachers, changes teachers' teaching concepts, and improves teachers' teaching ability and scientific research level.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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