高中数学分层作业设计的实验研究

发布时间：2018-01-16 18:31

本文关键词：高中数学分层作业设计的实验研究　出处：《沈阳师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：高中数学是一门富有逻辑性和严谨性的学科,是一门根据高中《数学课程标准》的要求,来进行数学课堂教学的学科。此前在笔者实习任教的两个班级中,学生在数学的学习能力上存在着较大的差异,外加受到传统教学思想的影响,大部分学生对数学的学习情绪是十分抵触的,且学习主动性和自觉性普遍较差,有些学生甚至认为数学是一门非常难以理解的学科。因此,针对此类现象,本论文致力于通过对高中数学分层作业设计的实验研究,来提高学生对数学知识的掌握程度,以及为学生的数学学习的情感态度带来积极影响,并采用了文献分析法、实验研究法、问卷调查法和个案访谈法进行了研究。此外,分层作业设计虽然符合因材施教、意义学习、最近发展区以及多元智能理论等教育教学理论,但是在数学学科领域的研究还是较少的,因此,笔者想通过高中数学分层作业设计的实验研究,为数学教育理论的研究尽绵薄之力。本文是在前人研究的基础上,根据本实验研究学校的学生特点进行分层作业的设计,并以高一年级的两个平行班的学生作为研究对象,分别为实验班和对照班,进行为期四个月的实验研究。在进行分层作业实践研究的过程中,首先通过实验前测试卷了解学生的具体情况,将学生分成不同的层次。笔者再针对不同层次学生的学习特点,来满足其学习发展水平的需要。实验过程中,对两个班级进行数学学习的测试,分别从总体成绩以及不同层次的学生的前后测试卷不同层次题目的得分情况,来研究分层作业设计对学生在知识掌握上的积极影响。除此之外,在对学生学习情感态度的影响方面,以及在作业的完成情况上,笔者根据在实验后测时的整体学生的调查问卷的调查结果,和在实验结束后的个案访谈,实验组的学生对于数学学习的信心和学习兴趣都有所增强,其听课状态和注意力的集中程度都有所提高,实践表明,即实验组学生通过分层作业的实验,在数学知识的掌握层面以及数学学习的情感态度上都能得到有效的提升,从而证实了对高中数学作业进行分层设计,能够为学生减负的同时促进学习成绩的提升,为学生的数学知识掌握和数学学习情感态度带来积极影响。
[Abstract]:Senior high school mathematics is a logical and rigorous discipline, is a high school according to the requirements of mathematics curriculum standards, to carry out mathematics classroom teaching. There is a great difference in the learning ability of students in mathematics, and the influence of traditional teaching thought, most students are very opposed to the learning mood of mathematics, and learning initiative and consciousness is generally poor. Some students even think that mathematics is a very difficult to understand the subject. Therefore, in view of this phenomenon, this paper is devoted to the senior high school mathematics through the experimental study of hierarchical homework design. In order to improve the students' mastery of mathematics knowledge, and to bring positive influence to students' emotional attitude in mathematics learning, the paper adopts the method of literature analysis and experimental research. In addition, the layered homework design is in accordance with the educational teaching theories such as aptitude teaching, meaningful learning, proximal development area and multiple intelligences theory. But in the field of mathematics is still less research, therefore, the author wants to pass the senior high school mathematics layered homework design experimental research. This paper is based on the previous studies, according to the characteristics of students in this experimental school to carry out the design of layered homework. And taking the students of two parallel classes in the first year of senior high school as the research object, the experimental class and the control class were conducted for four months, and the process of the practical study of stratified homework was carried out. First of all, through the test paper to understand the specific situation of students, students are divided into different levels. Then the author aims at the characteristics of students at different levels to meet the needs of their learning development level. On the two classes of mathematics learning tests, respectively from the overall results and students at different levels of the test paper before and after the test paper of different levels of scores. To study the positive impact of hierarchical homework design on students' knowledge mastery. In addition, the impact on students' emotional attitude, as well as on the completion of homework. According to the results of the questionnaire and the case interview after the experiment, the confidence and interest of the students in the experimental group have been enhanced. Both the listening state and the concentration of attention have been improved. The practice shows that the students in the experimental group pass the experiment of stratified homework. In the level of mathematics knowledge and mathematics learning emotional attitude can be effectively promoted, thus confirming the hierarchical design of senior high school mathematics homework. It can reduce the burden of students and promote the improvement of academic achievement, and bring positive influence to students' mastery of mathematics knowledge and attitude towards mathematics learning.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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