“重建三角”对初中生数学学习非智力因素的影响探究

发布时间：2018-04-13 01:25

本文选题：重建三角 + 数学学习　；参考：《广州大学》2017年硕士论文

【摘要】：自2006年张景中系统地提出“重建三角”初中数学知识体系改革方案之后,张景中和朱华伟及其研究生们基于“重建三角”方案从初中数学课程结构性改革,教材体系整合,教科书编写,教学改革实践方面进行了一系列的理论研究、实践分析等工作.2014年起,广州市教育研究院也在广州市内各区学校展开了较大规模教育实验研究.目前,广州市第二中学、广州广外附设外语学校等广州市的15所中学在进行“重建三角”方案的教学实践.同时广东省的其他地区,也有学校在不同的程度上进行类似的教学改革实验.无论是从理论方面还是从教育实践的反响都表明,“重建三角”新知识体系能够被学生接受并且运用,并在学生数学学习的各方面都起到了显著的效果,特别是学习成绩的显著提高.而本文笔者主要从非智力因素角度出发,通过对一所中学实验班跟对照班的跟踪调查,探索“重建三角”新知识体系的学习是否影响到学生数学学习的非智力因素.笔者通过调查问卷的方式来了解“重建三角”的学习在学生数学学习上非智力因素方面的影响,了解教师和学生对其看法和评价,探究得出“重建三角”激发了学生的学习情感,提高了学生的学习兴趣,同时也增强了学生学习的自信心,但“重建三角”内的部分学习内容对部分学生产生了一定的困扰.于是综合调查研究的结果,笔者对新课程改革提出如下建议:适当将“重建三角”部分整合内容改为选学内容,并删减正余弦和角公式内容的学习.本文第一章主要对研究的背景、问题、目的意义和方法作了简单的介绍.第二章对教学与非智力因素的关系作了简要介绍,并介绍“重建三角”方案的理论基础和实践效果.第三章重点分析了“重建三角”新知识体系在学生非智力因素方面所形成的影响.第四章详述调查研究的过程,统计调查数据,并详细分析了调查结果.第五章笔者结合了调查研究的结果,指出了本文的不足之处,并对“重建三角”方案的实施作了拙略的建议.
[Abstract]:Since Zhang Jingzhong put forward the reform plan of mathematics knowledge system of junior high school systematically in 2006, Zhang Jingzhong and Zhu Huawei and their graduate students based on the "reconstruction triangle" plan have integrated the teaching material system from the structural reform of mathematics curriculum in junior high school.A series of theoretical research and practical analysis have been carried out in textbook compilation and teaching reform practice. Since 2014, the Guangzhou Institute of Education has also carried out large-scale educational experimental research in schools in various districts of Guangzhou.At present, 15 middle schools in Guangzhou, Guangzhou No.2 Middle School and Guangzhou Foreign language School are carrying out the "Reconstruction Triangle" program.Schools in other parts of Guangdong have also conducted similar teaching reform experiments to varying degrees.Whether from the theory aspect or from the educational practice response, the "reconstruction triangle" new knowledge system can be accepted and applied by the students, and has played a significant role in all aspects of the students' mathematics learning.In particular, the marked improvement in academic performance.From the point of view of non-intelligence factors, the author explores whether the study of the new knowledge system of "reconstruction triangle" affects the students' non-intelligence factors in mathematics learning through the follow-up investigation between the experimental class and the control class in a middle school.The author investigates the influence of "Reconstruction Triangle" on students' non-intelligence factors in mathematics learning by questionnaire, and understands teachers' and students' views and comments on it.It is concluded that "Reconstruction Triangle" can stimulate students' learning emotion, improve students' interest in learning and enhance students' self-confidence in learning. However, some of the contents of "Reconstruction Triangle" have troubled some students.As a result of the comprehensive investigation and research, the author puts forward the following suggestions for the new curriculum reform: to properly change the "reconstruction triangle" part of the integrated content into the selected content, and to delete the study of the sinusoidal and angular formula content.In the first chapter, the background, problems, purpose, significance and methods of the research are briefly introduced.The second chapter briefly introduces the relationship between teaching and non-intellectual factors, and introduces the theoretical basis and practical effect of the "Reconstruction Triangle" scheme.Chapter three focuses on the influence of the new knowledge system on students' non-intelligence factors.The fourth chapter details the process of investigation, statistical data, and detailed analysis of the survey results.In the fifth chapter, the author points out the deficiency of this paper and gives some suggestions on the implementation of the "reconstruction triangle" scheme.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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