高中数学“优质课”中的问题设计研究

发布时间：2018-04-25 21:02

本文选题：高中数学 + 优质课　；参考：《信阳师范学院》2017年硕士论文

【摘要】：数学课程标准在课程目标中,将原来教学大纲中的“两能”拓展为“四能”,突出了发现问题和提出问题的重要性。“核心素养”的提出,要求数学教师在教学中,注重以问题引领教学,发展学生发现问题、提出问题与分析解决问题的能力。“问题”作为数学课堂教学的关键要素,对提高数学课堂教学效率有着不可替代的作用。设计出好的问题对引导学生学习、培养学生创造性思维,以及促使学生学会思考、学会学习十分重要,也是搞好数学教学工作的一个关键。本文针对高中数学课堂教学中的问题设计进行实证研究,研究的意义主要在于提高高中数学课堂教学中问题设计质量、增进师生问题意识。通过文献研究,确定出分析数学课堂教学“问题设计”的思想框架“四度”,即:“适度”、“深度”、“广度”与“兴趣度”;对2016年河南省中学数学优质课大赛评选的9节“优质课”进行视频录像研究,探究这些课中“问题设计”在“四度”方面存在的问题;对河南省某市一高中学生进行问卷调查,从学生的角度探明数学课堂教学中“问题设计”在“四度”方面存在的问题,同时,对该校两名一线教师进行访谈,寻求一线教师对“问题设计”的建议。研究得到如下结果:(1)在问题设计“适度”方面,问题设计的难度、层次上没有突出有计划的去设置,整节课的问题容量上把握不到位;(2)在问题设计“深度”方面,浅显的、低层次认知水平问题偏多;(3)在问题设计“广度”方面,“优质课”研究结果显示要比样本学生调查结果好,“优质课”中设置的问题比较多样化,而学生调查结果显示教师问题设置比较单一;(4)问题设计“兴趣度”方面,“优质课”中的教师能够注意创设学生感兴趣的问题情境等,激发学生学习积极性,而学生调查结果显示,教师很少创设激起学生学习兴趣的情境。研究提出了四点建议:(1)根据学生认知水平,有目的、有计划、有针对性的根据教学活动设计“适度”的问题;(2)设计有“深度”的创造性的问题;(3)控制问题的“广度”;(4)注重问题的“兴趣度”。
[Abstract]:In the course goal of mathematics curriculum, the "two energy" in the original syllabus is extended to "four energy", which highlights the importance of finding and raising problems. The proposition of "core accomplishment" requires mathematics teachers to pay attention to teaching with problems, develop students' ability to find problems, put forward problems and analyze and solve problems. As the key element of mathematics classroom teaching, "problem" plays an irreplaceable role in improving the efficiency of mathematics classroom teaching. It is very important to design good questions to guide students to study, to cultivate students' creative thinking, to urge students to learn to think and to learn to learn, and it is also a key to do a good job in mathematics teaching. This paper makes an empirical study on the problem design in high school mathematics classroom teaching. The significance of the study is to improve the quality of problem design in high school mathematics classroom teaching and to enhance the teachers and students' awareness of the problem. Through the research of literature, the thought frame of "problem design" in analytical mathematics classroom teaching is determined: "moderation", "depth", "breadth" and "interest degree"; This paper makes a video video study on the 9 "high quality courses" selected by the 2016 Middle School Mathematics quality course Competition in Henan Province, explores the problems in the "four degrees" of "problem design" in these classes, and makes a questionnaire survey on a senior high school student in a certain city of Henan Province. From the point of view of students, the problems existing in "problem design" in mathematics classroom teaching are found out. At the same time, two first-line teachers in this school are interviewed to find out the suggestions of first-line teachers for "problem design". The results of the study are as follows: 1) the difficulty of problem design in "moderation", the difficulty of problem design, the lack of planning to set up the problem, the problem capacity of the whole class is not in place, and the "depth" of problem design is very simple. In the aspect of "breadth" of problem design, the result of "quality lesson" shows that it is better than the result of sample students' investigation, and the problem set in "high quality class" is more diversified. The result of student investigation shows that the teacher's problem setting is relatively simple. (4) in the aspect of "interest degree", the teacher in "high quality class" can pay attention to creating the problem situation of students' interest, so as to stimulate the students' enthusiasm in learning. The results of student survey show that teachers seldom create situations that arouse students' interest in learning. The study puts forward four suggestions: (1) according to the students' cognitive level, they are purposeful and planned. According to the design of teaching activities, the question of "moderation" (2) the creative problem with "depth" is designed and the "breadth" of the problem is controlled. (4) the "interest degree" of the problem is emphasized.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】