高师数学教育专业学生定理教学设计困难的分析研究

发布时间：2018-04-13 04:33

本文选题：教学设计 + 数学定理　；参考：《山东师范大学》2017年硕士论文

【摘要】：数学定理是数学知识的主要组成部分,定理教学在整个数学教学中也占据着重要的地位。经过精心设计的定理教学,不但可以发展学生的数学逻辑思维能力,而且能帮助学生建构数学知识结构,使学生更深刻地理解数学的内涵。高师数学教育专业的学生作为未来的数学教师,在大学阶段,不仅要学习数学学科的专业知识,掌握相关的教育理论知识,还要进行职业技能训练,而数学教学设计就是其中重要的一环。高师数学教育专业的学生在进行定理教学设计时,往往会遇到一定的困难。为了提高高师数学教育专业学生定理教学设计的能力,本文就针对他们定理教学设计的困难展开分析研究,找出困难的原因,并提出相应的建议。本文运用调查法进行了两次调查,并利用Word和Excel软件进行了数据的统计和分析。在第一次调查中,选取了179个调查对象,他们分别是来自山东师范大学、曲阜师范大学、济南大学、齐鲁师范学院数学教育专业学习过教学设计课程的大四学生,通过数据的统计和整理,找出高师数学教育专业学生定理教学设计的主要困难有哪些,为第二次调查做好准备。随后,从参加第一次调查的高师数学教育专业的学生中抽取50人进行了第二次调查,从调查结果中分析定理教学设计困难的原因是什么。最后,针对此问题提出了建议。通过调查研究,高师数学教育专业学生定理教学设计的困难主要表现在以下方面:在定理教学中创设适当的问题情境;设计教师的活动,组织和引导学生探索定理的证明的方法和思路;分析整个学科的知识结构;分析不同阶段学生已有的知识经验;掌握各种教学方法的适用范围;了解数学知识发展历程;对本课教学内容教学做出适当修改。由分析得,产生困难的主要原因是:数学定理的高度抽象化、概括化;创设问题情境的能力不足;引导学生证明定理时缺乏一定的方法和思路;对定理证明的潜在价值挖掘不深,重结论,轻过程;对教材内容的编排不熟悉,不能了解不同阶段学生已有的知识经验;整体把握课程能力不足;缺乏教学实践经验;数学史知识欠缺。针对此现状,本文对提高高师数学教育专业学生定理教学设计能力提出了建议,主要包括:教师教的基本要求:通过定理教学案例,加强高师数学教育专业学生创设问题情境的能力;帮助学生进一步明确证明的方法及其逻辑基础;组织高师数学教育专业学生研读中学数学教材,加强把握教材的能力;优化高师数学教育专业学生培养方案,促进教学理论与教学实践的结合;加强对教学设计的反馈和评价,促进教学设计能力的提升。学生学和练的基本要求:进一步钻研教材、把握教材,增强整体把握课程的能力;研读课程标准,理解和应用课程标准;创造性地使用教材,优化教学内容;充分了解学生已有的知识经验、学习能力、学习需求和发展的可能性;学习中注意数学史知识的积累,教学中注重数学史知识的渗透;深入领会再创造原理,加强定理证明的教学设计;加强教学反思,促进专业成长。
[Abstract]:The mathematical theorem is the main part of mathematical knowledge, the theorem teaching occupies an important position in the teaching of mathematics teaching. Through the theorem of elaborate design, not only can the development of students' mathematical logic thinking ability, but also can help the students to construct mathematical knowledge structure, make students more deeply understand the connotation of mathematics. The mathematics education in normal university students as a mathematics teacher in the future, at the university stage, not only to learn the knowledge of mathematics education, grasp the relevant theoretical knowledge, but also for the occupation skill training, and mathematics teaching design is an important part of them. The mathematics education in Normal University students in theorem teaching design, often encounter some the difficulties. In order to improve the high students' theorem teaching design ability, this article aims at the difficulties show their instructional design theorem analysis The research, find out the reasons for the difficulties and put forward the corresponding suggestions. This paper uses survey conducted two surveys, and statistical and data analysis using Word and Excel software. In the first survey, selected 179 subjects, they are from Shandong Normal University, Qufu Normal University, University of Jinan, Qilu Normal University, majoring in Mathematics Education Study 4 students teaching curriculum design, through statistics and sorting, find out the main theorem of difficult teaching design majors in mathematics education which prepares for the second survey. Then, the second survey were selected from the College Mathematics Education in the first survey of the students in 50 people what is the reason analysis, the theorem teaching design difficulties from the results of the survey. Finally, suggestions are put forward to solve this problem. Through the investigation and study, the mathematics education in Normal College The teaching design of students difficult theorem is mainly manifested in the following aspects: the creation of situational proper problems in theorem teaching activities of teachers; the design methods and ideas, organize and guide the students to explore the proof of the theorem; analysis of knowledge structure of the subject; analysis of different stages of students' knowledge and experience; the scope of mastering all kinds of teaching methods the understanding of mathematics knowledge; course of development; make appropriate modifications to the teaching content of the course teaching. By the analysis, the main causes of the difficulty is: high degree of abstraction, the theorems of mathematics generalization; the ability of creating problem situation; to guide students to prove theorems lack methods and ideas; the potential value of theorem proving not deep mining, heavy conclusion, light on the teaching process; contents are not familiar with, can not understand the different stages of the students' existing knowledge and experience; grasp the overall course ability is insufficient The lack of experience; teaching practice; history of mathematics knowledge. In this situation, this paper puts forward suggestions to improve the design ability of students majoring in teaching higher mathematics education theory mainly includes: the basic requirements of teachers: the theorem teaching case, strengthening the mathematics education in normal college students' creation ability of problem situations; methods to help students further clear evidence and logical basis; organization of mathematics education in normal college students reading ability in middle school mathematics teaching material, strengthen the grasp of teaching materials; optimize students' college mathematics education training program, promote teaching combined with the theory and teaching practice; to strengthen the evaluation of the teaching design and teaching design feedback, enhance the ability of students and learning. The basic requirements of practice: further study materials, grasp the teaching materials, enhance the overall ability to grasp the curriculum; reading curriculum standards, understand and use creative curriculum standards; Use of materials, optimize the teaching content; understanding the students' existing knowledge and experience, learning ability, learning needs and the possibility of development; pay attention to the accumulation of knowledge of history of mathematics learning, penetrate the history of mathematics knowledge teaching; in-depth understanding of re creation principle, strengthen the teaching design theory proof; strengthen the reflection of teaching, promoting the professional growth.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】