中学生数学问题解决能力影响因素研究

发布时间：2018-04-24 12:44

本文选题：问题解决 + 数学问题解决能力　；参考：《延边大学》2017年硕士论文

【摘要】：如何培养学生的数学问题解决能力一直都是世界各国教育课程的重要内容之一。从二十世纪八十年代开始,在国际数学教育中,问题解决已经成为了最为热点的话题。1980年的4月,在美国数学教师协会上,发布了一份名为《有关行动的议程》公文,在这一文件中对问题解决有了明确的说明:数学课程及课堂教学的组织应以问题解决为核心。由此可见,对数学问题解决的相关研究不仅是数学发展历程的指引也是时代的需要。从二十一世纪开始,在国外的数学课程标准中,问题解决已经列入了重点内容,我国也将培养学生的分析和解决问题能力划入了课程改革的重要位置。虽然近年来,我国对数学问题解决的研究取得了很大的进步,但由于我国研究起步较晚,与其他国家相比较还是存在一定差距。在数学课堂教学中我们发现,很多学生虽然对数学相关知识的学习很容易理解,但却对一些解决生活中的实际问题相关练习题不会解答,这些学生并不是不会相关的数学知识,而是数学问题解决能力较为薄弱,在当今社会,学生这些问题的不断涌现,无疑会对学生的素质教育产生深远的影响。这就要我们从学生的角度出发,对他们在解决问题中所遇到困难的成因进行剖析,从中找到影响数学问题解决能力的因素有哪些,进而帮助学生提高他们的问题解决能力。本文主要采用文献法和个案研究法,首先对数学问题解决的相关背景进行回顾,并对前人的研究成果进行综述,然后对相关的概念进行阐述,根据相关理论基础,通过学生对几类结构不良的数学问题的解答进行整理分类,对产生错误的原因进行剖析,得出影响数学问题解决能力的因素如下:(1)问题表征;(2)认知结构;(3)思维定势;(4)元认知;(5)兴趣与动机;(6)个性差异;(7)师生之间的互动。根据影响因素探索能提高课堂教学效果的方法,进一步提出培养学生数学问题解决能力的教学策略:(1)引导学生把握表征取向,提升学生问题表征能力;(2)充分关注学生学的规律,构建良好的认知结构;(3)利用思维定势,促进知识正向迁移;(4)培养学生反思和监控习惯,开发学生数学元认知水平;(5)激发学习兴趣,培养学生的求知欲望;(6)关注学生个性差异,实现教育公平;(7)创造师生互动环境,调动学生积极性。
[Abstract]:How to cultivate students' ability of solving mathematical problems is one of the important contents of educational curriculum all over the world. Since the 1980s, problem-solving has become one of the hottest topics in international mathematics education. In April 1980, the American Association of Mathematics Teachers published a document called the agenda for Action. In this document, there is a clear explanation for problem-solving: mathematics curriculum and classroom teaching should be organized with problem-solving as the core. Therefore, the research on mathematical problem solving is not only the guidance of mathematics development process, but also the need of the times. Since the 21 century, problem solving has been included in the mathematics curriculum standards of foreign countries, and the training of students' ability to analyze and solve problems has been put into the important position of curriculum reform in China. Although great progress has been made in the study of mathematical problem solving in China in recent years, there is still a certain gap between China and other countries because of the late start of the research in China. In the mathematics classroom teaching, we found that although many students are easy to understand the mathematics related knowledge, but they can not solve some practical problems related to solving the practical problems in life, these students are not the mathematics knowledge that is not not relevant. But the mathematics problem solving ability is relatively weak, in the present society, the student these questions unceasingly emerge, will undoubtedly have the profound influence to the student's quality education. From the point of view of students, we should analyze the causes of the difficulties they encounter in solving problems, find out the factors that affect the ability of solving mathematical problems, and then help students improve their problem-solving ability. This article mainly uses the literature method and the case study method, first carries on the review to the mathematics question solution correlation background, and carries on the summary to the predecessor's research result, then carries on the elaboration to the related concept, according to the correlation theory foundation, By sorting out and classifying the answers to several kinds of ill-structured mathematical problems, the causes of errors are analyzed. The factors influencing mathematical problem-solving ability are as follows: 1) problem representation (2) cognitive structure / 3) metacognition / metacognition (5) interest and motivation / (6) personality difference)) interaction between teachers and students. According to the influencing factors, this paper explores the methods that can improve the classroom teaching effect, and further puts forward the teaching strategy of cultivating students' mathematical problem-solving ability: 1) to guide students to grasp the orientation of representation, and to enhance the students' ability to represent problems. (2) to pay full attention to the law of students' learning. To construct a good cognitive structure and make use of the thinking pattern, to promote the positive transfer of knowledge (4) to cultivate students' habit of reflection and monitoring, to develop the students' level of mathematical metacognition (5) to stimulate their interest in learning and to cultivate their desire to seek knowledge (6) to pay attention to the difference of students' personality. The realization of educational fairness is to create an interactive environment between teachers and students and to arouse students' enthusiasm.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】