七年级学生提出数学问题能力的调查研究

发布时间：2018-04-12 18:47

本文选题：提出数学问题 + 创新思维　；参考：《延安大学》2017年硕士论文

【摘要】：提出问题是学生创造思维的发挥,是学生素质发展的重要一环.本文关于提出的数学问题的定义不局限于课本中的数学知识,是涵盖所有生活情境的数学问题.不论是对所面对的情境中已有的问题的质疑,还是在解决困境时要突破的目标问题,都包括在内.能够提出数学问题,一方面能帮助学生解决问题,实现目标;一方面可以折射出他们在平时的学习中对知识的掌握程度和取舍偏好.敢于提出数学问题,特别是一个好的数学问题,能形成创新的心理品质,为学生的发展提供无限空间.本文主要是在阅读大量有关提出数学问题的书籍和文献的基础上,研究提出数学问题能力的理论基础,首先分别就提出数学问题这一方面,对七年级的老师和学生进行调查研究,得出了一系列数据,根据每组数据,绘制了男女生回答结果的柱状统计图以及扇形统计图来帮助分析.在此基础上首先从学生的角度,分析了七年学生的学习特点,影响学生提出数学问题的因素,然后从内部因素和外部因素,主要是教师层面进行了分析.分析整理之后,给出教师在教学中和学生在学习时有利于提高提问能力的建议.本文认为,教师的教学观念应转变为“把没问题的学生变为有问题的学生”.把培养学生的数学问题意识渗透在课堂中.教师授课时,依靠提出数学问题作为重要环节,创设具体的数学情境,引导学生把学到的数学知识运用到实际中去.提出数学问题能力的提高既是学习的起点,又是教师教学的落点.教学的最终归宿是帮助学生形成解决实际问题的能力,培养学生敢于创新.就学生的学习而言,首先要丰富数学知识,夯实数学基本技能.真正消化老师已经讲了的知识,在学习新的知识时,才能形成新旧知识的联系,找到认知上的冲突,然后产生问题.其次是善于观察,发现各种数学问题,发现问题才能提出问题.不管是课本上的问题,还是生活中的问题都来自于观察.只有善于观察,才能碰撞出更多的问题,在不断地碰撞之后,学生会提出越来越好的,涵盖范围更广的数学问题.同时,要记录自己的心中疑惑.心里有了疑点,及时记录下来有助于提升提出的数学问题的质量.还能总结一些提出好的数学问题的方法,而且能更好地与老师和同学交流.文章的最后,对课题研究本身进行了总结和反思,结合自身教学实践反思了关于数学问题能力的教学.肯定了研究的必要性,提出了研究的不足,同时展望了研究前景.
[Abstract]:Putting forward questions is the exertion of students' creative thinking and an important link in the development of students' quality.The definition of mathematical problems proposed in this paper is not limited to the mathematical knowledge in textbooks, but covers all life situations.Questions about the existing problems in the situation, as well as the goal of breaking through in solving the dilemma, are included.On the one hand, it can help students solve problems and achieve their goals; on the other hand, it can reflect their knowledge mastery and preference in their normal study.Dare to put forward mathematical problems, especially a good mathematical problem, can form innovative psychological quality, and provide unlimited space for the development of students.On the basis of reading a large number of books and literature about raising mathematical problems, this paper studies the theoretical basis of the ability to put forward mathematical questions.A series of data were obtained from the investigation of teachers and students in grade 7. According to each group of data, the columnar and fan statistical charts of the answer results of male and female students were drawn to help the analysis.On this basis, the author first analyzes the characteristics of students' study in seven years from the point of view of students, and then analyzes the factors that affect the students' putting forward mathematical problems, and then analyzes them from the internal and external factors, mainly from the teacher level.After analyzing and sorting out, some suggestions are given that teachers and students can improve their ability to ask questions in teaching and learning.This paper holds that teachers' teaching concept should be changed into "turning the students who have no problems into the students with problems".To cultivate students' awareness of mathematical problems in the classroom.In the course of teaching, teachers rely on raising mathematical questions as an important link, create specific mathematical situations, and guide students to apply the mathematical knowledge they have learned to practice.The improvement of mathematics problem ability is not only the starting point of learning, but also the point of teachers' teaching.The ultimate goal of teaching is to help students form the ability to solve practical problems and cultivate students to dare to innovate.As far as students are concerned, they should enrich their mathematics knowledge and consolidate their basic mathematics skills.The real digestion of what the teacher has said, in learning new knowledge, can form the relationship between new and old knowledge, find cognitive conflicts, and then create problems.The second is to be good at observation, find all kinds of mathematical problems, find problems can raise problems.Whether it's a textbook problem or a life problem, it all comes from observation.Only by being observant can more problems arise. After repeated collisions, students will ask better and broader mathematical problems.At the same time, record your own doubts.Having doubts in mind, recording them in time helps to improve the quality of the mathematical questions raised.It can also summarize some methods of raising good mathematical problems, and better communicate with teachers and students.At the end of the article, the author sums up and reflects on the research itself, and reflects on the teaching of mathematics problem ability in combination with its own teaching practice.The necessity of the research is confirmed, the deficiency of the research is put forward, and the prospect of the research is prospected.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】