高中数学差异教学策略探究

发布时间：2018-01-05 17:08

本文关键词：高中数学差异教学策略探究　出处：《延安大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着信息时代的不断发展,学生在兴趣、爱好、情感等个性品质上表现出很多差异,使同一个班级中学生的学习需要越来越多样化,然而,目前学校教育采取的主要还是“一刀切”的教学模式,用统一的方法教所有学生,严重忽视了学生的差异性,不利于培养知识经济时代所需多样化人才。对此,笔者对如何在班级教学中开展差异教学进行了研究。学生在学习数学中表现出很多差异,本文仅从对数学教学有影响的学生现有数学差异进行研究,即每个学生带入数学学习中的情感、准备水平和认知方式差异。本文采用问卷调查、观察记录、测验法,全面测查学生学习数学的差异,在借鉴差异教学已有研究成果,提出分层上课、异质合作、开放可选择的学习内容和多种教学方法手段结合的教学策略,目的是尽量照顾学生不同的学习需要,使教学能促进每位学生在数学上各有所得。本次实验选取水平相近的两个班分别作为对照班和实验班,实验班实施差异教学,对照班采用“一刀切”的传统教学,实验期间,动态地调查统计两个班成绩和学习情况,统计对比发现实验班不同阶段的成绩有明显变化,而对照班没有,不仅如此,差异教学还使实验班学生的学习意志和主体性有所改善,而且越来越多的学生在数学课上有了成就感。实验结果表明差异教学策略对数学教学是有效的,不仅表现在实验班数学成绩上的改变,还有数学学习情况的改善。本文的创新点在于提出异质合作的差异教学策略,不仅优化了学习方法,还将差异资源转化为对教学有积极影响的因素,而分层上课、开放可选择的学习内容和多种教学方法手段结合的教学策略都能让学生参与到更符合自己学习需要的教学活动中,对促进学生积极学习有很好的效果。
[Abstract]:With the continuous development of the information age, students in the interests, hobbies, emotions and other personality traits show a lot of differences, so that the same class of middle school students more and more diverse learning needs, however. At present, the school education mainly adopts the "one-size-fits-all" teaching mode, teaching all students with a unified method, which seriously ignores the differences of students, and is not conducive to the cultivation of diversified talents needed in the era of knowledge economy. The author studies how to carry out differential teaching in class teaching. Students show a lot of differences in learning mathematics. This paper only studies the existing mathematical differences of students who have an impact on mathematics teaching. That is, the differences of emotion, preparation level and cognitive style of each student into mathematics learning. This paper uses questionnaire, observation record, test method, comprehensive test to examine the difference of students' learning mathematics. In reference to the existing research results of differential teaching, the paper puts forward the teaching strategy of layered teaching, heterogeneous cooperation, open and optional learning content and a combination of various teaching methods and means, with the aim of taking care of students' different learning needs as far as possible. This experiment selects two classes with similar level as the control class and the experimental class, and the experimental class implements the differential teaching. The traditional teaching of "one size fits all" was adopted in the control class. During the experiment, the results of the two classes were investigated and counted dynamically. The statistical comparison showed that the results of the experimental class changed obviously at different stages, but the control class did not. Moreover, the difference teaching also improves the students' learning will and subjectivity in the experimental class. And more and more students have a sense of achievement in mathematics class. The experimental results show that the differential teaching strategy is effective in mathematics teaching, not only in the experimental class mathematics performance changes. The innovation of this paper is to put forward the heterogeneous cooperation of differential teaching strategy, not only optimize the learning methods, but also the difference of resources into a positive impact on teaching factors. However, the teaching strategies, such as stratified classes, open and optional learning contents and various teaching methods and means, can enable students to participate in teaching activities that are more suitable for their own learning needs. It has a good effect on promoting students to study actively.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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