高中数学概念课堂教学设计研究

发布时间：2018-04-23 10:21

  本文选题：数学概念 + 教学设计　； 参考：《湖南师范大学》2016年硕士论文

【摘要】：数学概念是贯穿于数学教学的重点内容,本文从教师教学设计的角度出发,通过对高中数学必修部分的数学概念进行分析、归类,研究如何采取与其相适应的教学设计模式进行教学设计。以此为出发点,本文通过仔细分析国内外的教学设计理论的发展历程及其内涵,对教育学界拥有广泛影响力的肯普模式、史密斯-雷根模式以及建构主义教学设计模式进行了仔细分析,在此基础上分析了近些年蔚然兴起的在线教育教学设计模式。在这些理论研究的基础上,本文提出了基于翻转课堂理念的概念教学设计模型。文章着重于将高中必修部分数学概念按照徐利治的抽象度分析法进行分析并分类,研究不同抽象程度的数学概念采取何种课堂教学设计模式才能使教学效果更优。研究表明:对于高抽象程度的概念,如函数等,采取基于翻转课堂理念的数学概念教学设计模式,进行课下、课上以及课后全方位地学习,可以有效地促进学生对这类概念的理解与同化。对于中抽象程度的概念,采取基于建构主义的教学设计模式,并不进行课下提前学习,而是将课上的教学过程设计好,并对陈述性概念和程序性概念分别应用不同的概念形成过程,这种设计可以节约学生时间,提高学习效率。对于低抽象程度的概念,由于肯普模式未能有恰当的教学设计步骤,这里采用了史密斯-雷根模式。通过采用不同的教学设计模式,对数学概念进行教学设计,使课堂充满了多样性,满足学生的好奇心,从而提高数学概念的教学效率。全文共有六章,第一章为绪论部分,介绍了研究的意义、思路及方法,第二章分别从国外与国内对教学设计、数学教学设计分别进行了研究综述。第三章对高中数学概念进行了相关分析,并对其抽象程度进行了划分;第四章分析了教育学史上被广泛承认的教学设计模式,并对教学设计模式在高中数学课堂概念教学中的应用进行了分析;第五章列举了一些比较有代表性意义的教学设计案例,并进行了分析;第六章提出研究的不足之处,希望在今后的教学实践中得到不断的改进。
[Abstract]:Mathematics concept is the key content in mathematics teaching. From the angle of teachers' teaching design, this paper analyzes and classifies the mathematical concept of the required part of mathematics in senior high school. This paper studies how to adopt the appropriate teaching design mode to carry on the teaching design. With this as a starting point, this paper, through careful analysis of the development and connotation of instructional design theory at home and abroad, has a wide influence on the Kemp model in the educational field. The Smiths-Reagan model and the constructivist instructional design model are carefully analyzed, and then the popular online teaching design model in recent years is analyzed. On the basis of these theoretical studies, this paper puts forward a conceptual teaching design model based on the concept of turnover classroom. This paper focuses on the analysis and classification of some mathematics concepts of compulsory high school courses according to Xu Lizhi's abstract degree analysis method, and studies what classroom teaching design mode should be adopted for mathematics concepts of different degree of abstraction in order to make the teaching effect better. The research shows that for high abstract concepts, such as functions, the mathematical concept teaching design model based on the concept of flipping classroom is adopted to study all aspects after class, on class and after class. It can effectively promote students' understanding and assimilation of such concepts. For the concept of middle degree of abstraction, the teaching design model based on constructivism is adopted. Instead of learning ahead of class, the teaching process in class is designed well. Different conceptual formation processes are applied to declarative concepts and procedural concepts respectively. This design can save students time and improve learning efficiency. For the concept of low level of abstraction, the Smiths-Reagan model is adopted because the Kemp model does not have the proper teaching design steps. By adopting different teaching design models, the teaching design of mathematical concepts can make the classroom full of diversity, satisfy students' curiosity and improve the teaching efficiency of mathematical concepts. There are six chapters in this paper. The first chapter is the introduction part, which introduces the significance, ideas and methods of the research. The second chapter summarizes the teaching design and mathematics teaching design from abroad and at home respectively. The third chapter analyzes the concept of mathematics in senior high school and classifies its abstract degree. Chapter four analyzes the widely recognized teaching design model in the history of pedagogy. The application of instructional design model in high school mathematics classroom concept teaching is analyzed. The fifth chapter enumerates some representative teaching design cases and analyzes the shortcomings of the sixth chapter. Hope in the future teaching practice to be constantly improved.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6
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本文编号：1791544