数学师范生说题活动研究

发布时间：2018-01-07 05:10

本文关键词：数学师范生说题活动研究　出处：《福建师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：研究数学师范生说题,目的在于：丰富和发展说题理论,为数学师范生说题活动的开展提供有益的参考.本文通过文献研究,指出数学师范生说题的含义及研究所依据的理论基础,并提出说题的内容应包括“怎样解题”、“来源背景”、“延伸拓展”、“教学分析”四个方面.通过问卷调查和举办说题比赛,提出数学师范生说题活动的三个阶段：备说、解说和评说.备说阶段的主要任务包括：选题、解题、研题及撰写说题稿.解说是说题活动的中心环节.解说的五个策略是：科学严谨,条理清晰；立足实际,理论渗透；注重本质,逐本源；高观视角,居高临下；妙语连珠,艺术点缀.评说阶段的两个任务是评价说题技能及研讨数学问题.可以通过填写“说题技能评定记录表”的方式对说题技能进行质性评价和量化评价.说题技能的培养途径为：夯实知识基础、注重示范观摩、强调个人实践、增进自我反思.
[Abstract]:The purpose of this study is to enrich and develop the theory of saying questions, and to provide a useful reference for the development of the activities of saying questions of students of mathematics normal schools. This paper points out the meaning of the mathematical normal school students' problem and the theoretical basis of the research, and puts forward that the content of the problem should include "how to solve the problem", "the source background" and "the extension and development". Four aspects of "Teaching Analysis". Through the questionnaire survey and the organization of the contest, this paper puts forward the three stages of the mathematics normal students' activity of saying questions: preparation, explanation and evaluation. The main tasks of the preparation stage include: selecting topics and solving problems. The explanation is the central link of the topic activity. The five strategies of the explanation are: rigorous science, clear organization; Based on reality, theoretical penetration; Pay attention to the essence, the source by origin; High angle of view, condescending; A lot of witty words. Artistic embellishment. The two tasks of the evaluation phase are to evaluate problem-telling skills and to discuss mathematical problems. Qualitative and quantitative evaluation of problem-telling skills. The way to cultivate problem-telling skills is to consolidate the knowledge base. Pay attention to demonstration observation, emphasize individual practice, promote self-reflection.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G652.4;O1-4

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