APOS理论下六年级数学概念教学研究

发布时间：2018-07-05 21:06

本文选题：APOS理论 + 概念教学　；参考：《上海师范大学》2015年硕士论文

【摘要】：伴随着全市中小学全面进入二期课改,如何有效地开展数学概念的教学,成为数学教学中的难点和重点,笔者通过对所在学校近五年六年级期末考试得分率情况的统计分析发现学生对于概念本质属性的理解、概念间相互关系的理解、概念实际应用的掌握上有所欠缺,概念的记忆上也多是“死记硬背”,学习效率低下。另一方面杜宾斯基等人在20世纪80年代针对数学学习的特点,在建构主义背景下提出了用于数学概念教学的APOS理论,许多学者在大学的数学概念教学中应用这一理论取得了成功。在本文中,笔者试图用APOS理论探究初中数学概念教学,具体地,要解决学生对于“概念容易遗忘、概念间辨析不清,概念学习没有系统性”等问题。为了解决这一问题,笔者首先从感知水平、注意力等方面分析了当前影响学生学习概念的心理因素,接着对于六年级所有涉及概念进行了类型的概括和特点分析,然后在APOS理论的指导下构建了数学概念教学的三种模式:开创型模式、类比型模式、扩充型模式,并对三种模式的四个阶段及它们之间的差异进行了分析比较。最后通过课堂教学实践检验了三种教学模式的效果,对实践过程中收集到的数据进行分析,发现三种模式下学生对于概念的认识、概念间的关联、数学方法的提炼利用都有所提高,培养了他们学习数学、研究数学的能力。
[Abstract]:With the whole city primary and middle schools entering the two period of curriculum reform, how to effectively carry out the teaching of mathematical concepts has become a difficult and key point in the mathematics teaching. Through the statistical analysis of the score rate of the final examination of the final examination of the last five years and six grades of the school, the author finds that the students' understanding of the essential attributes of the concept and the understanding of the relationship between the concepts are understandable. On the other hand, in the context of constructivism, in the context of constructivism, Dubinsky and others put forward APOS theory on the teaching of mathematical concepts in the context of constructivism, on the other hand, in the context of constructivism, on the other hand, many scholars in the teaching of mathematical concepts in the University. In this paper, the author tries to use APOS theory to explore the teaching of mathematics concept in junior middle school. In particular, we should solve the problem that students are easy to forget, distinguish between concepts, and have no systematic concept learning. In order to solve this problem, the author first analyzes the level of perception and attention. At present, the psychological factors that affect the students' concept of learning, then the generalizations and characteristics of all the concepts involved in the grade six, and then under the guidance of the APOS theory, the three modes of mathematics concept teaching are constructed: the pioneering model, the analogical model, the extended model, and the four stages of the three patterns and their between them. The difference was analyzed and compared. Finally, the effect of the three teaching modes was tested through the classroom teaching practice. The data collected in the process of practice were analyzed, and the students' understanding of concepts, the correlation between concepts and the extraction and utilization of mathematical methods were improved in the three modes, and they trained them to learn mathematics and study mathematics. Ability.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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