南疆少数民族中学数学“情境—问题”教学模式的实验研究

发布时间：2018-02-01 17:42

本文关键词： 民族数学文化情境提出数学问题少数民族中学数学SPBI模式教学策略　出处：《喀什大学》2017年硕士论文　论文类型：学位论文

【摘要】：创新教育是学校课程改革的主旋律,实现的关键在于培养学生的问题意识。依据数学学科在学校课程中的地位及自身的特点,学校教育特别重视通过它来实现创新教育的目标。少数民族地区数学教学应创新课堂教学模式,给予学生更多的实践探究机会,培养民族学生的问题意识和创新能力。少数民族中学数学情境问题教学(Mathematics Situated-Problem Based Instruction以下简称SPBI)模式是指,教师依据教学目标,从民族饮食、服饰、建筑等中精心选取并设计充满民族数学文化美感的情境,激发民族学生数学学习的兴趣,在民族特有的思维方式下,积极探索、自主提出数学问题,并寻求解决问题的过程。这一进程中离不开教师的指导、解惑,特别是在学生的疑难处,需要教师的帮助,实现认知的飞跃,不断发展学生的数学思维和能力。实施该模式旨在促进少数民族学生的课堂参与,增强其对数学知识的理解,逐渐建立学生的数学问题意识,达到提高少数民族中学数学教学质量的目的。通过学习吕传汉和汪秉彝教授提出的中小学数学情境—问题教学基本模式的相关理论,结合民族学生的现实和自己为期一学期的实习心得,尝试建构少数民族中学数学SPBI模式。在探讨少数民族中学数学SPBI模式理论依据的基础上,分析涵义、构建模式,并付诸实践检验。为更好的实施少数民族中学数学SPBI模式,以实验中学的学生为对象进行教学实验研究。首先,依据数学课标、教材内容和学情分析,调整单元课时,进行整体的单元设计构想。并以等腰三角形(1课时)教案为例,分析该模式是如何激发民族学生数学学习兴趣,教师是如何进行民族文化导惑和民族生活应用的。其次,采用教学实验、课堂观察、课后访谈、问卷调查和试卷测试,研究该模式的课堂实施后,学生提出问题方面的变化。结果分析表明,实验班民族学生在课堂参与性、提出问题的兴趣有明显的提高,提出问题的能力表现在整体水平上好于对照班;实验班民族学生数学测试成绩高于对照班学生,并有显著性差异。最后,根据课堂实施情况,反思并提出教学策略:创设恰当的民族数学课堂情境;引导学生提出有价值的数学问题;教师运用民族文化导惑,科学处理三类问题;注重总结、反思,发展民族学生的元认知能力。
[Abstract]:Innovative education is the main melody of the school curriculum reform, the key to achieve this lies in the cultivation of students' awareness of problems, according to the position of mathematics in the school curriculum and its own characteristics. School education pays special attention to achieving the goal of innovative education through it. Mathematics teaching in minority areas should innovate classroom teaching mode and give students more opportunities to explore practice. To cultivate the problem consciousness and innovative ability of ethnic students. Teaching of Mathematical situational problems in Minority Middle Schools (. The Mathematics Situated-Problem Based Instruction pattern is hereafter referred to as the SPBI pattern. According to the teaching goal, teachers carefully select and design the situation filled with the aesthetic sense of national mathematics culture from the national diet, clothing, architecture and so on, and stimulate the interest of the national students in mathematics learning, under the unique thinking mode of the nation. Actively explore, independently put forward mathematical problems, and seek to solve the process. This process can not do without the guidance of teachers, solve doubts, especially in the students' problems, teachers need help to achieve the leap of cognition. The purpose of this model is to promote the participation of minority students in class, to enhance their understanding of mathematical knowledge, and to gradually establish students' awareness of mathematical problems. In order to improve the quality of mathematics teaching in minority middle schools, this paper studies the relevant theories of the basic model of mathematics situation-question teaching in primary and secondary schools proposed by Professor Lu Chuanghan and Professor Wang Bingyi. Combined with the reality of ethnic students and their practice experience for one semester, this paper tries to construct the mathematical SPBI model of minority middle schools, and on the basis of discussing the theoretical basis of mathematical SPBI model in minority middle schools. In order to better implement the mathematics SPBI model of minority middle school, take the students of experimental middle school as the object of teaching experiment research. First, according to the mathematics class standard. The teaching material content and learning situation analysis, adjust the unit class time, carry on the overall unit design conception. And take the isosceles triangle and 1 class time) the teaching plan as an example, analyzes how this pattern is to stimulate the national student mathematics study interest. Secondly, teaching experiments, classroom observation, after-class interviews, questionnaires and test papers are used to study the implementation of this model. The result shows that the students in the experimental class are participating in the class, and their interest in putting forward questions is obviously improved, and the ability to put forward questions is better than that in the control class on the whole level. The mathematics test scores of ethnic students in the experimental class are higher than those in the control class, and there are significant differences. Finally, according to the implementation of the classroom, the teaching strategies are put forward: to create the appropriate national mathematics classroom situation; Leading students to raise valuable mathematical problems; Teachers use national culture to guide confusion and deal with three kinds of problems scientifically; Pay attention to summarize, reflect, develop the metacognitive ability of ethnic students.
【学位授予单位】：喀什大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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