基于理解的高中数学翻转课堂教学模式的实践研究

发布时间：2019-02-22 21:05

【摘要】：在新课标要求下,高中数学的课改经过了一段时间的实践尝试后,虽然取得了一定的创新性实践成果,但是由于教改始终在数学学科属性和表现形式等的束缚下,导致在课堂教学活动中,仍然存在着教学方法受到传统教学理念制约、教师讲解过多、教师承担知识“搬运工”的角色、学生的主体性不够突出、课堂上教师与学生,学生与学生之间的互动交流少等问题。除此之外,新课标提出数学学习需要以学生的数学思维、数学知识实践应用意识作为培养对象,要求教师在人本位教学理念下,引导学生了解和理解何为数学概念、数学的应用价值、数学知识体系、数学公式推导方式及培养学生良好的数学学习习惯等,但是数学学科知识体系与其它容易理解的学科知识,其先天的枯燥性和规范性,很容易制约教师教学模式的创新和新媒体技术的尝试应用。以此为背景,文中以陈明选教授所提出的理解性教学设计框架为基础,结合高中数学的教学需求和学科特点,从学生最近发展区角度入手,在诠释翻转课堂、理解性教学、发展性教学的内涵后,针对高中数学翻转课堂的现状着手问卷调查,继而针对高中数学翻转课堂设计和发展有效性不高的基本情况,分析得到高中数学翻转课堂中存在学习目标狭窄、设计内容与实际应用脱节、忽视培养学生主动探索能力、教学评价方式单一等问题。以此为建议提炼的依据,以理解性教学要求下高中数学翻转课堂教学的设计实践为基础,引入案例设计:《正弦定理》作为案例设计对象,并进行案例应用评测,来验证案例设计的可行性。
[Abstract]:Under the requirements of the new curriculum standard, the curriculum reform of senior high school mathematics has been tried for a period of time, although it has achieved some innovative practical results, but the teaching reform has always been under the restraint of mathematics subject attributes and forms of expression, etc. As a result, in the classroom teaching activities, there are still some traditional teaching methods restricted by traditional teaching ideas. Teachers explain too much, teachers assume the role of "porters" of knowledge, students' subjectivity is not prominent enough, teachers and students in the classroom. Problems such as less interaction between students and students. In addition, the new curriculum standard points out that mathematics learning needs to take students' mathematical thinking and practical application consciousness of mathematical knowledge as the object of cultivation, and requires teachers to guide students to understand and understand the concept of mathematics under the concept of human-centered teaching. The application value of mathematics, mathematical knowledge system, mathematical formula derivation method and cultivating students' good mathematical study habits, etc., but mathematics subject knowledge system and other subject knowledge which is easy to understand are inherently dull and normative. It is easy to restrict the innovation of teachers' teaching mode and the application of new media technology. In this context, based on the framework of understanding teaching design proposed by Professor Chen Mingxuan, combining the teaching needs of senior high school mathematics and the characteristics of the subject, starting from the perspective of the students' proximal development area, this paper interprets the flipping classroom and the understanding teaching. After the connotation of developmental teaching, a questionnaire survey is carried out on the current situation of high school mathematics flipping classroom, and then aiming at the basic situation that the design and development effectiveness of high school mathematics flipping classroom is not high, It is concluded that there are some problems in senior high school mathematics flipping classroom, such as narrow learning goal, disconnection between design content and practical application, neglect of cultivating students' ability of active exploration, single teaching evaluation method, and so on. Based on the design practice of mathematics flipping classroom teaching in senior high school under the requirement of comprehensible teaching, this paper introduces the case design: "sine theorem" as the object of case design, and evaluates the case application. To verify the feasibility of the case design.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6;G434

【参考文献】