多媒体技术在高中统计教学中的应用研究
发布时间：2018-07-26 13:49
【摘要】：当前，多媒体技术辅助教学成为课堂教学的重要形式，多媒体技术在教学方面的优越性使得越来越多的学者专家研究这方面的问题。但是现在关于多媒体与教学的研究主要体现在整个教学领域的笼统问题上，就关于数学领域，尤其是具体到某一个数学部分研究的就更少。高中统计是新课标作出新要求的一个部分，现在就关于多媒体技术辅助高中数学统计教学的研究还没有。面对多媒体在教学中出现的众多问题，也让笔者在思考多媒体技术在高中统计教学中的应用情况。多媒体技术辅助高中统计教学的现状如何？存在哪些问题？提出怎样的策略才能让多媒体技术辅助高中统计的教学达到更佳的教学效果？带着这些问题，笔者在前人研究的基础上作了如下相关研究。 通过对山师附中和济南中学的多位数学教师的问卷调查和访谈调查，笔者得出了多媒体技术在高中统计教学中的应用现状、出现的问题以及出现问题的原因，并提出了多媒体技术在高中统计教学中新的基本要求以及具体方法。 对出现的问题做出了最后的总结，主要体现在以下几个方面：(1)教师教授高中统计内容的积极性不高；(2)课件的设计没有具体化；(3)教师没有寻求合适的方法来表示数据；(4)缺少实际场景的创设；(5)过快或者是太快利用多媒体软件演示随机抽样；(6)没有与原来所学的内容相结合；(7)教师对新软件运用的排斥；(8)课堂上没有让学生就如何刻画变量间的相关关系进行讨论；(9)教师对整个数据处理过程进行反思；(10)教师较少的设计实践活动；(11)没有更加突出学生的主体地位；(12)教师缺乏对TPACK的认识。对出现的每一个问题都给出了具体的原因，并且最后也对出现这些问题的原因做了总结。主要有以下原因：高中统计内容重视的是学生处理数据能力的培养，在成绩上没有太多体现；教师观念认识有误，对多媒体辅助高中统计教学重视程度不够；教师的教学能力以及应用新的高中统计教学软件的能力不够；教师没有将学生参与性落到实处，，让多媒体占了上风，本末倒置。 基本要求如下：(1)宏观把握高中统计的特点，真正把提高学生参与性落在实处的基本要求；(2)课前师生共同收集高中统计的数据材料，尝试集体制作课件的基本要求；(3)把握课堂中引入多媒体的速度，板书与多媒体相结合，让学生深刻体会学习高中统计知识的意义的基本要求；(4)利用多媒体的开放性功能，注重培养学生解决生活中遇到的关于高中统计的能力的基本要求；(5)课后要提高对高中统计的重视程度，加强对TPACK的认识以及对多媒体在高中统计教学中达到的效果进行科学合理的评价的基本要求。 改进后的教学方法有：(1)采用合适的高中统计多媒体课件，将课件的使用具体化；(2)在多媒体课件中设计更多的实例场景，做到场景和数据相结合；(3)在课件上尽可能多的呈现统计案例，让学生体会数据处理方法；(4)将模型模拟与多媒体处理统计数据相结合；(5)将初中所学的统计知识贯穿到高中统计内容中来；(6)利用新的高中统计教学软件来设计课件，减少旧教学软件的弊端；(7)对各种统计图作对比，而不是简单刻画单个统计图。 在上述理论的支撑下，笔者还在所实习的学校进行了对比实验，在实验班用提出的新的基本要求和教学方法具体讲解了随机抽样和变量间的相关性两部分内容，在对比班用传统的多媒体教学讲授了这两部分内容，通过实验过程中学生成绩、态度、能力的对比，验证了在第四章所提出的基本要求和具体的教学方法的正确性。
[Abstract]:At present, the multimedia technology assisted instruction has become an important form of classroom teaching. The advantages of multimedia technology in teaching make more and more scholars and experts study this problem. However, the research on multimedia and teaching is mainly embodied in the general problem of the whole teaching field, especially on the field of mathematics. The high school statistics is a part of the new curriculum standard to make new requirements. Now, there is no research on the multimedia technology assistant high school mathematics statistics teaching. In the face of many problems in the teaching of multimedia, the author also makes the author think about the application of multimedia technology in high school statistics teaching. What are the problems of multimedia technology assisting high school statistics teaching? What are the problems and how can the multimedia technology help the teaching of high school statistics to achieve better teaching effect? With these problems, the author makes the following research on the basis of previous research.
Through the questionnaire survey and interview survey of many mathematics teachers in the Middle School of mountain teachers and Ji'nan middle schools, the author draws the present situation of the application of multimedia technology in high school statistics teaching, the problems appearing and the reasons for the problems, and puts forward the new basic requirements and specific methods of multimedia technology in the high school statistics teaching.
The final summary of the problems appeared, mainly reflected in the following aspects: (1) teachers' enthusiasm for teaching high school statistics was not high; (2) the design of the courseware was not specific; (3) the teachers did not seek the appropriate methods to express the data; (4) the creation of the actual scene was lacking; (5) too fast or too fast to use Multimedia soft. Demonstration random sampling; (6) not combined with the original content; (7) the exclusion of teachers on the application of new software; (8) the class did not let students describe the correlation between variables; (9) teachers reflect on the whole process of data processing; (10) less design practice of Teachers; (11) no more sudden. The main position of the students; (12) teachers lack of understanding of TPACK. They give specific reasons for every problem, and finally summarize the reasons for these problems. The main reasons are as follows: high school statistics focus on the training of students' ability to deal with data and not too much in their achievements; There is a mistake in the understanding of the teacher's concept, not enough attention to the multimedia aided high school statistics teaching; the ability of the teachers' teaching ability and the application of the new high school statistics teaching software is not enough; the teachers have not put the students' participation in the real place, and the multimedia has taken up the upper hand.
The basic requirements are as follows: (1) to grasp the characteristics of high school statistics and to truly improve the basic requirements of student participation; (2) before class, the teachers and students collectively collect the data materials of high school statistics, try to make the basic requirements for the collective production of courseware; (3) grasp the speed of introducing multimedia in the classroom, the combination of plate books and multimedia, so as to make the students deep. The basic requirements for the significance of learning high school statistical knowledge are learned; (4) to use the open function of multimedia to cultivate students' basic requirements for the ability to solve high school statistics in their lives; (5) to improve the importance of high school statistics after class, to strengthen the understanding of TPACK and to the multimedia teaching in high school statistics. The basic requirements for scientific and reasonable evaluation are achieved.
The improved teaching methods are as follows: (1) adopting appropriate high school statistical multimedia courseware to concretely use the courseware; (2) designing more instance scenes in multimedia courseware, combining scenes with data; (3) presenting statistical cases as many as possible in courseware so that students can experience data processing methods; (4) model simulation and Combining the statistical data with the multimedia processing; (5) the statistical knowledge learned by junior high school is run through the high school statistics; (6) using the new high school statistics teaching software to design the courseware and reduce the disadvantages of the old teaching software; (7) comparison of various statistical graphs, rather than simply depicting a single statistical map.
Under the support of the above theory, the author also carried out a comparative experiment in the practice school. In the experimental class, the new basic requirements and teaching methods were introduced to explain the two parts of the random sampling and the correlation between the variables. The two parts were taught in the traditional multimedia teaching in the contrast class, and the middle school students were taught through the experiment process. A comparison of achievements, attitudes and abilities validates the basic requirements and the accuracy of specific teaching methods proposed in the fourth chapter.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G633.6;G434
本文编号：2146214
[Abstract]:At present, the multimedia technology assisted instruction has become an important form of classroom teaching. The advantages of multimedia technology in teaching make more and more scholars and experts study this problem. However, the research on multimedia and teaching is mainly embodied in the general problem of the whole teaching field, especially on the field of mathematics. The high school statistics is a part of the new curriculum standard to make new requirements. Now, there is no research on the multimedia technology assistant high school mathematics statistics teaching. In the face of many problems in the teaching of multimedia, the author also makes the author think about the application of multimedia technology in high school statistics teaching. What are the problems of multimedia technology assisting high school statistics teaching? What are the problems and how can the multimedia technology help the teaching of high school statistics to achieve better teaching effect? With these problems, the author makes the following research on the basis of previous research.
Through the questionnaire survey and interview survey of many mathematics teachers in the Middle School of mountain teachers and Ji'nan middle schools, the author draws the present situation of the application of multimedia technology in high school statistics teaching, the problems appearing and the reasons for the problems, and puts forward the new basic requirements and specific methods of multimedia technology in the high school statistics teaching.
The final summary of the problems appeared, mainly reflected in the following aspects: (1) teachers' enthusiasm for teaching high school statistics was not high; (2) the design of the courseware was not specific; (3) the teachers did not seek the appropriate methods to express the data; (4) the creation of the actual scene was lacking; (5) too fast or too fast to use Multimedia soft. Demonstration random sampling; (6) not combined with the original content; (7) the exclusion of teachers on the application of new software; (8) the class did not let students describe the correlation between variables; (9) teachers reflect on the whole process of data processing; (10) less design practice of Teachers; (11) no more sudden. The main position of the students; (12) teachers lack of understanding of TPACK. They give specific reasons for every problem, and finally summarize the reasons for these problems. The main reasons are as follows: high school statistics focus on the training of students' ability to deal with data and not too much in their achievements; There is a mistake in the understanding of the teacher's concept, not enough attention to the multimedia aided high school statistics teaching; the ability of the teachers' teaching ability and the application of the new high school statistics teaching software is not enough; the teachers have not put the students' participation in the real place, and the multimedia has taken up the upper hand.
The basic requirements are as follows: (1) to grasp the characteristics of high school statistics and to truly improve the basic requirements of student participation; (2) before class, the teachers and students collectively collect the data materials of high school statistics, try to make the basic requirements for the collective production of courseware; (3) grasp the speed of introducing multimedia in the classroom, the combination of plate books and multimedia, so as to make the students deep. The basic requirements for the significance of learning high school statistical knowledge are learned; (4) to use the open function of multimedia to cultivate students' basic requirements for the ability to solve high school statistics in their lives; (5) to improve the importance of high school statistics after class, to strengthen the understanding of TPACK and to the multimedia teaching in high school statistics. The basic requirements for scientific and reasonable evaluation are achieved.
The improved teaching methods are as follows: (1) adopting appropriate high school statistical multimedia courseware to concretely use the courseware; (2) designing more instance scenes in multimedia courseware, combining scenes with data; (3) presenting statistical cases as many as possible in courseware so that students can experience data processing methods; (4) model simulation and Combining the statistical data with the multimedia processing; (5) the statistical knowledge learned by junior high school is run through the high school statistics; (6) using the new high school statistics teaching software to design the courseware and reduce the disadvantages of the old teaching software; (7) comparison of various statistical graphs, rather than simply depicting a single statistical map.
Under the support of the above theory, the author also carried out a comparative experiment in the practice school. In the experimental class, the new basic requirements and teaching methods were introduced to explain the two parts of the random sampling and the correlation between the variables. The two parts were taught in the traditional multimedia teaching in the contrast class, and the middle school students were taught through the experiment process. A comparison of achievements, attitudes and abilities validates the basic requirements and the accuracy of specific teaching methods proposed in the fourth chapter.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G633.6;G434
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本文编号：2146214
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