艺术类高中数学可塑性分层教学的研究

发布时间：2019-02-13 05:34

【摘要】：艺术类高中学生的个性差异很大,在数学学科的学习上两级分化严重,而传统的班级授课制不能兼顾到不同层次学生的发展,弊端很多.因此,如何突出学生学习的主体地位,正视并尊重高中艺术学生的个体差异,进行个体差异化的分层教学就成了必须要进行深入研究的方向.我们试行了一种新的教学模式:把行政班首先刚性地分为ABC三个水平层级的走动班,并允许学生根据自己的适应程度改换上课班级,在每个班级里教师再根据学生基础和思维表现分出偏优、正常水平、偏困的三个层级,上述刚性分层、分层流动、班内分层成为教学活动中的三个重要元素.这样分层以后在每个班级有效缩小了水平跨度并且切实做到了全面兼顾,学生的积极性和主动性被调动起来,他们随时可以改变自己在班中的层次,也有机会改换不同层级的班级,所以我们称之为可塑性分层.我们对可塑性分层模式中的各种教学要素的分层策略进行了系统研究,并对情感变化、教学设计、教学过程等方面的案例进行分析研究.结合具体实践、问卷调查和效果分析得出以下结论:(1)在分层准备时进行了多元化评价,按这种评价结果和学生意愿相结合分层,再加上分班以后有流动的自由,有效地将班级的数学学习水平的跨度获得缩小,这使得相似水平的学生在同一个班里,从而增加了自尊心和自信心.(2)刚性分层促进了教师的备课组的交流活动,在交流中制定各班的教学目标,基本内容和方法,这帮助了教师顺利地实施教学过程.(3)班内分层使全体学生都得到重视,也使课堂生态更加活跃,教师在内容处理、提问、练习、作业、测验等方面处处注意对偏困生的帮助和偏优生的促进,这使学习氛围进入良性循环,有效地提高了教学质量.(4)可塑性分层教学不但改变了学生,也改变了教师,拉近学生和教师之间的距离,激发学生学习数学的主动性和学习热情,同时也极大提高了教师的业务能力和教学智慧.
[Abstract]:The personality of art high school students is very different, and the two levels of mathematics study are divided seriously, but the traditional class teaching system can not take into account the development of students at different levels, and there are many drawbacks. Therefore, how to highlight the main position of students' learning, to face and respect the individual differences of high school art students, and to carry out the stratified teaching of individual differentiation has become the direction of in-depth research. We experimented with a new teaching model: we divided the administrative class rigidly into three levels of walking classes at the ABC level, and allowed students to change classes according to their adaptability. In each class, according to the students' basic and thinking performance, the teacher divides the three levels of preference, normal level and difficulty. The above rigid stratification, stratified flow and the stratification within the class become three important elements in teaching activities. After this stratification, it effectively reduces the horizontal span in each class and effectively takes full account of it. Students' enthusiasm and initiative are mobilized, and they can change their level in the class at any time. There is also the opportunity to change classes at different levels, so we call it plastic stratification. We have made a systematic study on the stratification strategies of various teaching elements in the plastic delamination model, and analyzed and studied the case of emotion change, teaching design, teaching process, and so on. Combined with the concrete practice, the questionnaire survey and the effect analysis draw the following conclusions: (1) when preparing for the stratification, the author carries on the pluralistic evaluation, according to this kind of evaluation result and the student will combine the stratification, plus has the freedom of movement after the division class, It effectively reduces the span of the class's mathematics learning level, which makes students with similar levels in the same class, thus increasing self-esteem and self-confidence. (2) rigid stratification promotes the communication activities of the teacher's lesson preparation group. In the course of communication, the teaching objectives, basic contents and methods of each class are formulated, which helps the teachers to carry out the teaching process smoothly. (3) the stratification of the class makes all the students pay attention to it, and also makes the classroom ecology more active. Questions, exercises, assignments, tests, etc., pay attention to the help and promotion of the poor students, which makes the learning atmosphere enter a virtuous circle and effectively improves the teaching quality. (4) the plastic stratified teaching not only changes the students, but also improves the teaching quality. It also changes the distance between students and teachers, stimulates students' initiative and enthusiasm for learning mathematics, and greatly improves teachers' professional ability and teaching wisdom.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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