有意义学习理论在初中数学教学中的应用研究

发布时间：2018-03-29 18:04

本文选题：初中数学教学　切入点：有意义学习理论　出处：《延安大学》2016年硕士论文

【摘要】：从古至今,以及在未来,数学作为一门重要的大学科,它关系到学生的学习,关系到每个人的生活,关系到国家的发展、科学的进步,数学在各方面、各领域都起到了非常重要的作用,也同时被广泛应用。学生们在初中学习阶段,需要学生掌握基本知识,包括一些基本概念、公理、定理等等。这些知识是对小学数学的升华,是高中数学的基础,所以同学们一定要掌握这些知识,并在掌握的基础上然后综合灵活地运用,用来解决一些现实问题。既然如此重要,我们老师和学生都应该共同努力,探索提高教学效率的途径,寻找掌握知识的方法,以满足时代的要求。认知同化论被奥苏贝尔所提出,他是美国的有名的教育学家、心理学家,因此在教育学方面和心理学方面有深刻的研究,也在教育学方面做出了十分大的贡献。同时,奥苏贝尔认为,学习者的学习要是有意义的学习,而不是机械的死记硬背式学习,这样的学习不符合学习者的认知结构,也不利于学习者的健康发展,也不会真正的掌握知识。那么,如何来断定学习是否是有意义学习,就看是否满足了有意义学习的条件,这里的条件包括了外在的客观条件和内在的主观条件。在有意义学习理论中,根据新知识与旧知识之间的关系,将学习分为上位学习、下位学习和并列结合学习三种类型。奥苏贝尔还要求教师在教学过程中,面对不同的课程,不同的教学内容,不同的学生基础要选择不同的教学方式。当然,这个过程是要满足他在理论中所提出的逐渐分化原则、综合贯通原则和序列巩固原则,从而使学生取得较高的学习效率。本文主要研究了上边提到的有意义学习理论在初中数学教学中的应用,要使这个理论对我们的教学真正的产生指导作用,要使学习者的学习成为真正分的有意义的学习,则课本内容的选择,教学内容的编排,课堂的组织都要有一定的逻辑性,都要切合初中学生的心理特点、认知结构,都应是循序渐进,逐渐分化,渐渐地将新知识整合到学习者已有的认知结构中去。同时,教师要采用各种手段,让学生爱上学习,帮助学习者建立有意义学习的心向,这种心向会对学生学数学产生一种渴望获得知识的心情,能够积极自主地把新知识与旧知识联系起来使学习成为有意义的学习。奥苏贝尔提出的综合贯通原则,逐渐分化原则,巩固序列原则以及现行组织者策略对学生的学习有很大的指导作用。同时,本文对三种学习类型、三种原则以及组织者策略在初中数学中的教师的教学,学生的学习都进行介绍。我觉得,要让学生对数学的兴趣提高,就应该多让学生亲身去探索,感受知识的奥秘,多与生活相联系,感受数学知识的实用性,把一些不具体的概念具体化,提高数学兴趣,加强学习动机。
[Abstract]:From ancient to present, and in the future, mathematics, as an important subject, relates to the study of students, the life of everyone, the development of the country, the progress of science, and mathematics in all aspects. All fields play a very important role and are also widely used. Students need to master basic knowledge, including some basic concepts, axioms, theorems, and so on. This knowledge is a sublimation of elementary school mathematics. It is the foundation of high school mathematics, so students must master this knowledge, and then apply it flexibly and synthetically to solve some practical problems. Since it is so important, our teachers and students should make joint efforts. Explore ways to improve teaching efficiency and find ways to master knowledge in order to meet the requirements of the times. Cognitive assimilation theory was put forward by Ausubel, a famous educator and psychologist in the United States. So there's profound research in pedagogy and psychology, and a lot of contributions to pedagogy. At the same time, Ausubel believes that learning is a meaningful learning, not mechanical rote learning. Such learning does not conform to the learner's cognitive structure, nor is it conducive to the healthy development of the learner, nor does he really master knowledge. Then, how to determine whether learning is meaningful learning depends on whether it meets the conditions of meaningful learning. The conditions here include external objective conditions and internal subjective conditions. In the theory of meaningful learning, learning is divided into epistatic learning according to the relationship between new knowledge and old knowledge. There are three types of inferior learning and juxtaposition learning. Ausubel also requires teachers to choose different teaching methods in the course of teaching, in the face of different courses, different teaching contents and different student bases. This process is intended to satisfy the principle of gradual differentiation, the principle of integration of transgression and the principle of sequence consolidation, as proposed by him in his theory. This paper mainly studies the application of meaningful learning theory mentioned above in junior high school mathematics teaching, so as to make this theory have a real guiding effect on our teaching. In order to make learners' learning truly meaningful, the selection of textbook content, the arrangement of teaching contents, and the organization of the classroom should all have a certain degree of logic, and all of them should suit the psychological characteristics and cognitive structure of junior high school students. They should be gradual and divided, gradually integrate new knowledge into the existing cognitive structure of the learner. At the same time, teachers should adopt various means to make students fall in love with learning and help learners to build a meaningful learning direction. This will create a desire for knowledge for students to learn mathematics, and can actively and autonomously link new knowledge with old knowledge to make learning meaningful. The consolidation of sequence principle and the present organizer's strategy have great guiding effect on students' learning. At the same time, this paper discusses the teaching of three kinds of learning types, three principles and organizers' strategies in junior high school mathematics. I think that in order to increase students' interest in mathematics, we should let them explore the mystery of knowledge, feel the mystery of knowledge, be more connected with life, and feel the practicability of mathematical knowledge. Concrete some unspecific concepts, improve interest in mathematics, and strengthen learning motivation.
【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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