基于范希尔理论的初中三角形知识教学研究

发布时间：2018-03-06 13:51

本文选题：三角形知识　切入点：范希尔理论　出处：《西华师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：三角形知识作为初中几何课程的基础,是中考考察的主要内容。初中生三角形知识的掌握是解决数学学习“几何难”问题的关键。本文以范希尔理论为支撑,首先对教材中三角形知识水平、中考题中几何题目难度水平进行梳理,其次编制了水平测试卷和问答卷对240名初三学生进行调查,调查结果的分析采用SPSS Statistics17.0,主要选择描述性分析、方差分析、相关性分析三种分析方法。最后基于研究结论为中学三角形知识教学提供五点教学建议并列举了一个教学案例。研究的主要结论:第一,从整体上看,初中生对于三角形知识的掌握情况较好,占92.9%的学生达到水平3及以上水平,占56.2%的学生达到水平4,占7.6%的学生学习达到水平5,符合课程标准的要求。第二,在教学活动中存在一种内部作用机制:学习兴趣、师生互动、课后作业难度影响学生三角形知识学习水平,课后作业量、作业难度、师生互动、教学进度、学生对教师的教学评价影响学生的学习兴趣,课堂师生互动影响学生对教师的教学评价。第三,在0.05显著性水平下,男女生的三角形知识学习水平、课余学习时间、课堂师生互动、三角形知识学习兴趣不存在显著性差异;在0.05显著性水平下男女生对教师教学方法的评价存在显著差异,女生的评分高于男生。第四,在0.01显著性水平下,不同学习水平学生在课余学习时间、教师教学评价、课堂师生互动上均不存在显著性差异;在0.01显著性水平下,不同学习水平学生的学习兴趣存在显著差异,高层次学习水平学生的学习兴趣高于较低层次学习水平学生。第五,学生只有在“活泼低压”型课堂下学习才能获得长远的发展,“快进度”、“重任务”、“强练习”、“高压力”并不是学生达到高学习水平的必备要素。第六,在教学实践中,“学而不足”、“学有余力”现象仍然较为普遍;相较公立学校,私立学校更倾向于使用“题海战术”,学生学习任务繁重,课余自由安排时间少;从整体上看,初中数学教学更注重学习结果而不是学习过程,学生的学习兴趣不高;在教学过程中大多数教师仍偏向“教师讲、学生听”的课堂模式,师生交流互动少。
[Abstract]:Triangle knowledge, as the basis of geometry curriculum in junior high school, is the main content of middle school entrance examination. The mastery of triangle knowledge is the key to solve the problem of "geometry difficulty" in mathematics learning. Firstly, it combs the knowledge level of triangle in the textbook and the difficulty level of geometric questions in the middle exam. Secondly, 240 junior high school students are investigated by compiling the level test paper and the question and answer paper. The results of the survey were analyzed by SPSS Statistics 17.0, mainly by descriptive analysis and variance analysis. Finally, based on the conclusions of the study, it provides five teaching suggestions for the teaching of triangle knowledge in middle schools and lists a teaching case. The main conclusions of the study are as follows: first, from the overall point of view, Junior high school students have a good grasp of triangular knowledge, accounting for 92.9% students to reach level 3 and above, 56.2% students to achieve level 4, 7.6% students to achieve level 5, in line with the requirements of curriculum standards. There is an internal mechanism in teaching activities: interest in learning, interaction between teachers and students, difficulty of homework after class affects students' triangular knowledge learning level, amount of homework after class, difficulty of homework, interaction between teachers and students, and teaching progress. Students' evaluation of teachers' teaching affects students' interest in learning, classroom teacher-student interaction affects students' evaluation of teachers' teaching. Third, under the level of 0.05 significance, the level of triangle knowledge learning and after-school learning time of male and female students are significant. There was no significant difference in the learning interest of triangular knowledge between male and female students in classroom teacher-student interaction, and there was significant difference in the evaluation of teachers' teaching methods between male and female students at the level of 0.05.The score of female students was higher than that of male students. 4th, at the significant level, there was a significant difference between male and female students. There was no significant difference in after-school learning time, teacher teaching evaluation, classroom teacher-student interaction among students at different learning levels, and there were significant differences in learning interest among students at different learning levels at 0.01 significant level. The learning interest of high level students is higher than that of lower level students. 5th, Only in the "lively low-pressure" class can students obtain long-term development, "fast progress", "heavy tasks", "strong practice", "high pressure" is not necessary for students to achieve a high level of learning. 6th, In teaching practice, the phenomenon of "learning without learning" and "learning with Yu Li" is still relatively common. Private schools are more inclined to use "inscription tactics" than public schools. Students have heavy learning tasks and have less free time after school. Junior high school mathematics teaching pays more attention to learning results than learning process, students' interest in learning is not high; in the teaching process, most teachers still prefer the "teacher speaking, students listening" classroom mode, teachers and students have little interaction.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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