支架式教学模式在初中数学概念教学中的应用研究

发布时间：2018-01-26 00:53

本文关键词： 支架式教学模式数学概念教学概念教学设计　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：数学概念具有重要的地位,教师对于数学概念教学的好坏,将对学生的数学学习与发展产生产生着影响。但通过对概念教学现状进行调查,教师讲学生听仍然是概念课堂主流的模式,忽视了学生对概念形成过程的探索,违背了认知发展规律。而支架式教学模式作为一种教学模式,能够促使学生主动建构知识,弥补目前初中数学概念教学的弊端。由此本文在概念教学中运用此模式,探索其有效性及价值。本文从实践的角度出发,通过问卷调查的方式了解目前初中数学概念教学的现状,找出目前数学概念教学中存在的问题,针对存在的问题结合理论分析了支架式教学模式应用在初中数学概念教学中的可行性,并对支架式教学模式构成的环节、数学概念教学中支架的类型以及在数学概念教学中应用支架的原则进行了阐述。为验证支架式教学模式在数学概念教学中应用的效果,由此开展了实验研究,通过对实验前后实验班与对照班学生概念建构能力的比较,实验班学生数学学习兴趣的变化,以及实验后对学生的访谈,进一步检验在初中数学概念教学中应用支架式教学模式的效果。最后,依据数学课程标准、结合支架式教学模式的环节、支架的类型以及应用的原则进行更为合理的数学概念教学设计。通过对支架式教学模式的实践研究,得出以下结论;第一,在初中数学概念教学中应用支架式教学模式对学生概念的认识方面无影响,但能够提高学生概念理解、应用水平。第二,能够激发学生的数学学习兴趣,改变学生数学概念学习的态度及方法。
[Abstract]:The mathematics concept has an important position, the teacher to the mathematics concept teaching good or bad, will have the influence to the student's mathematics study and the development, but through carries on the investigation to the concept teaching present situation. It is still the mainstream mode of concept classroom for teachers to talk about students' listening, ignoring students' exploration of concept formation process, and violating the law of cognitive development, while the scaffolding teaching model is a teaching model. It can encourage students to construct knowledge actively and make up for the shortcomings of mathematics concept teaching in junior high school. Therefore, this paper applies this model in concept teaching to explore its validity and value. This paper starts from the point of view of practice. Through the way of questionnaire survey to understand the current situation of mathematics concept teaching in junior high school, to find out the existing problems in mathematics concept teaching. According to the existing problems combined with the theory this paper analyzes the feasibility of the application of the scaffolding teaching model in the junior high school mathematics concept teaching and the structure of the scaffolding teaching model. The types of scaffolds in mathematical concept teaching and the principle of applying scaffolds in mathematical concept teaching are expounded. In order to verify the effect of scaffolding teaching mode in mathematics concept teaching, experimental research is carried out. By comparing the ability of concept construction between the experimental class and the control class before and after the experiment, the change of the students' interest in mathematics learning and the interview with the students after the experiment. Further test the application of scaffolding teaching model in junior high school mathematics concept teaching. Finally, according to the mathematics curriculum standards, combined with the links of the scaffolding teaching model. The types of scaffolds and the principles of their application are used to design the mathematical concepts more reasonably. The following conclusions are drawn through the practical research on the scaffolding teaching model; First, the use of scaffolding teaching mode in junior high school mathematics concept teaching has no effect on the understanding of students' concepts, but it can improve students' understanding and application level. Second, it can stimulate students' interest in mathematics learning. Change students' attitude and methods of learning mathematical concepts.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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