高中数学课堂内分层测试教学模式的实验研究

发布时间：2018-04-26 19:25

本文选题：高中数学 + 课堂　；参考：《广西师范大学》2017年硕士论文

【摘要】：高二文理分科时,因为阅读能力差、计算能力弱、空间思维差、缺乏初高中知识的有效衔接,缺乏有效的学习方法等因素,较多高二文科学生数学成绩普遍偏低。数学基础弱的文科班学生,课堂上只听少练,不能通过自己的实践去体会解题的思维和过程,学习效果较差。在课堂上,教师为了赶教学进度而讲解大量的知识,文科学生思维跟不上,教学效果不好。统一的教学内容和教学目标,无法兼顾全体学生的发展,加剧数学学习的两级分化。学生成功感偏低,不愿意学习数学。《普通高中数学课程标准(实验)》中指出:“应充分尊重学生的人格和学生在数学学习上的差异,采用适当的教学方式,使不同学生学习不同的数学,在数学上获得不同的发展。”数学促进文科学生思维发展,提高分析和解决问题的能力,也能促进其他学科的学习。因此,教师要转变教育观念,承认学生差异,尊重学生差异,创造条件促进学生全面发展。教师如何优化高二文科数学教学方法,增加文科学生参与课堂的时间,让不同层次的学生完成明确的课堂学习目标,培养学生的学习主动性和创造性,进一步提高教学质量,有待研究。本研究在分层教学,能力目标分层监测模式等理论的指导下,探索高中数学课堂内分层测试教学模式的有效性。本研究采用的主要方法有文献查阅法、调查问卷法、个体访谈法等。本研究主要探讨几个方面:(1)如何根据学生的能力设计高二文科数学分层测试卡,需要遵循什么原则,在教学中如何合理使用?(2)课堂内分层测试教学模式能否提高学生的学习成绩?(3)课堂内分层测试教学模式能否提高学生的学习能力、学习兴趣?全文分七个章节。第一章为前言,从高二文科学生的现状诉求、数学素养等入手,阐述了开展课堂内分层测试教学模式实验研究的背景,概述了研究的内容、意义、思路和方法。第二章为文献综述,系统地研究了国内外分层教学研究情况及发展状况。第三章为理论基础,为开展课堂内分层测试教学模式实验研究奠定理论基础。第四章简要说明了课堂内分层测试教学模式的基本原则。第五章介绍了课堂内分层测试教学模式的实施策略。第六章介绍了课堂内分层测试教学的设计案例。第七章是本文的重点章节,介绍了课堂内分层测试教学模式实验研究的实施过程及结果分析。根据实验前后测结果对比分析,验证课堂内分层测试教学模式对学生的学习成绩、学习能力、学习兴趣起到一定的促进作用,有较高的可行性、操作性和有效性。最后指出课堂内分层测试教学模式实施的不足和实施建议。本研究的主要结论如下:(1)高中数学课堂内分层测试教学模式的实施是切实可行的,可操作性强。分层测试卡的合理使用,反馈信息快,问题得到及时纠正,效果良好,促进学生全面发展。(2)提高教学效率。每一节课都能帮助学生达到“级别标准”,通过练习获得知识。教师及时纠正教学中出现的问题,对不能完成目标的学生及时督促和辅导,不让问题积累,提高课堂教学效率。(3)提高学生素质。课堂内分层测试教学模式促进学生认真听课,及时检验所学的知识是否掌握。促进学生在课前课后都自觉预习复习。在挑战难题的过程中,同学讨论,互助交流,互评互讲,共同进步。(4)教师通过多样评价,积极关注每一个层次学生的发展,个体化辅导,多层次关注,更容易促进和谐师生关系的构建。
[Abstract]:In the second liberal arts division, because of poor reading ability, weak calculation ability, poor thinking in space, lack of effective connection of early and high school knowledge, lack of effective learning methods and so on, many high school students in liberal arts are generally low in mathematics, and students in liberal arts classes with weak mathematical foundation can only listen to less practice in class and can not experience solving problems through their own practice. In class, in class, the teacher explains a lot of knowledge in order to catch up with the progress of teaching. The students of liberal arts are not able to keep up with their thinking. The teaching effect is not good. The unified teaching content and teaching aim can not take into account the development of all students, aggravate the two grades of mathematics learning. The students' feeling of success is low and does not want to learn mathematics. "The mathematics curriculum standard (Experiment) of ordinary high school" points out: "we should fully respect students' personality and students' differences in mathematics learning, adopt appropriate teaching methods, make different students learn different mathematics and get different development in mathematics." mathematics promotes the development of liberal arts students' thinking, and improves the ability to analyze and solve problems. It can promote the learning of other subjects. Therefore, teachers should change their educational ideas, recognize students' differences, respect students' differences, and create conditions to promote the overall development of students. Under the guidance of the theory of stratified teaching and the hierarchical monitoring model of ability target, this study explores the effectiveness of the hierarchical test teaching model in high school mathematics classroom. The main methods used in this study are literature review, questionnaire, individual interview and so on. This study mainly discusses several aspects: (1) how to design the high school mathematics stratified test card according to the ability of the students, what principles should be followed and how to use it in the teaching? (2) can the stratified test teaching model improve the students' academic performance in the classroom? (3) whether the stratified test teaching model can improve the students' learning ability in the classroom The full text is divided into seven chapters. The first chapter is the preface. Starting with the status appeal and mathematical literacy of the high school students, the paper expounds the background of the experimental research on the teaching mode of stratified test in the classroom, summarizes the contents, significance, ideas and methods of the study. The second chapter is a literature review, which systematically studies the stratified teaching at home and abroad. The third chapter is the theoretical basis and lays a theoretical foundation for the study of the experimental research on the stratified test teaching mode in the classroom. The fourth chapter briefly explains the basic principles of the stratified test teaching mode in the classroom. The fifth chapter introduces the implementation strategy of the stratified test teaching mode in the classroom. The sixth chapter introduces the stratification in the classroom. The seventh chapter is the key chapter of this paper. It introduces the implementation process and results analysis of the experimental research on the stratified test teaching model in the classroom. According to the comparison and analysis of the test results before and after the experiment, it is proved that the stratified test teaching mode in the classroom plays a certain role in the students' learning achievement, learning ability and learning interest. The main conclusions of this study are as follows: (1) the implementation of the hierarchical test teaching model in high school mathematics classroom is feasible and operable. The rational use of the layered test card and the feedback information are fast. The problem is corrected in time, the effect is good, and the students' overall development is promoted. (2) improve the teaching efficiency. Every class can help students reach the "level standard" and acquire knowledge through practice. The teachers can correct the problems in the teaching in time, supervise and promote the students who can not accomplish the goal, and do not let the problems accumulate and improve the classroom teaching. Efficiency. (3) improve students' quality. Stratified test teaching mode in class to promote students to listen carefully to the class, to test the knowledge in time, and to promote students to study and review consciously after class. In the process of challenging the problems, students discuss, mutual help and exchange, mutual comment and mutual progress. (4) teachers pay attention to each other through various evaluations. The development of one level of students, individualized guidance and multi level concern are more likely to promote the construction of harmonious teacher-student relationship.

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

【参考文献】