基于“三教”理念的高一学生数学自主学习的理论与实践探索

发布时间：2018-05-01 00:16

本文选题：“三教”理念 + 数学自主学习　；参考：《贵州师范大学》2017年硕士论文

【摘要】：本文基于“三教”理念,建构了数学自主学习的理论基础与评价体系。首先,对国内外有关文献进行梳理和分析,建立了以巴特勒和温内为基础的数学自主学习心理机制。其次,参考PISA(国际学生评估项目)对学生问题解决能力水平的划分方法,及部分认知诊断的理论,建构了基于“三教”理念的高一学生数学自主学习能力的评价体系,对其进行了实践与应用。最后,根据学生现状,提出了发展学生数学自主学习能力的有效教学策略。本文的主要研究结论有:1.数学自主学习心理机制由界定任务、明确问题、拟定方案、解决问题、反思五个部分组成。2.基于“三教”理念的数学自主学习能力评价体系,由基于“三教”理念的数学自主学习能力评价的指标体系,和基于“三教”理念的数学自主学习能力的分水平描述组成。其中,评价指标体系划分成为以下4项一级指标:首先,任务规划。其包含2项二级指标,7项三级指标,具体为设置学习目标(数学学习兴趣、学习的主动性、设置学习目标的意识、自我定位),制定学习计划(制定学习计划的意识、时间计划、资源利用);其次,数学思考。其包含5项二级指标,10项三级指标,具体是明确问题(弄清数学对象、明确问题的类型),思维敏捷性(思路正确、思路快捷),思维灵活性(一题多解、善于变式),思维批判性(敢于质疑、敢于深究),思维广阔性(全面性、严谨性);再次,数学体验。其包含3项二级指标,6项三级指标,具体为拟定方案(联系旧知、选择策略),解决问题(方法应用、解决问题思路清晰与否),反思(验证、创新);最后,数学表达。它包含2项二级指标,5项三级指标,具体为表达清晰度(表达的正确性、表达的明了性、表达的完整性),数学表达方式(数学语言的选择、三种数学语言的结合)。此外,数学自主学习能力的分水平描述包括:较高水平、中等水平、较低水平与更低水平。划分的依据为学生测试后的得分情况。3.本文建构的基于“三教”理念高一学生数学自主学习能力的评价体系,在实践应用中分别从任务规划、相关数学能力及数学自主学习能力的综合分析三个方面验证了它的合理性。4.通过实证研究,看到学生具备一定的数学自主学习能力,但是该能力的发展水平并不理想。针对学生的现状,根据“三教”理念提出了以教思考、教体验、教表达为核心有效教学策略。
[Abstract]:Based on the concept of "three religions", this paper constructs the theoretical basis and evaluation system of autonomous learning in mathematics. Firstly, this paper analyzes the relevant literature at home and abroad, and establishes the psychological mechanism of mathematics autonomous learning based on Butler and Winner. Secondly, referring to the PISAs (International Student Assessment Project) division method of students' problem-solving ability level, and part of the theory of cognitive diagnosis, this paper constructs an evaluation system of mathematics autonomous learning ability of senior high school students based on the concept of "three Education". It is practiced and applied. Finally, according to the present situation of students, the effective teaching strategies for developing students' autonomous learning ability are put forward. The main conclusions of this paper are as follows: 1. The psychological mechanism of mathematics autonomous learning consists of defining tasks, clarifying problems, drawing up plans, solving problems, and reflecting on five parts. The evaluation system of autonomous learning ability of mathematics based on the concept of "three religions" is composed of the index system of evaluation of autonomous learning ability of mathematics based on the concept of "three education" and the description of the ability of autonomous learning of mathematics based on the concept of "three religions". Among them, the evaluation index system is divided into the following four first-level indicators: first, task planning. It consists of 2 secondary indicators and 7 third-level indicators, specifically for setting up learning goals (interest in mathematics learning, initiative in learning, awareness of setting learning goals, self-positioning, making study plans (awareness of learning plans, time planning, etc.) Second, mathematical thinking. It consists of 5 secondary indicators and 10 third-order indexes, which are specific to clear problems (to make clear mathematical objects, to define the types of problems, to be quick in thinking, to be quick in thinking, and to be flexible in thinking). Good at variability, critical thinking (dare to question, dare to explore, thinking broad (comprehensive, rigorous; again, mathematical experience. It includes three second-level indexes and six third-level indexes, which are specific to drawing up the scheme (connecting with old knowledge, choosing strategies, solving problems (method application, clear thinking or not), introspection (verification, innovation, and finally, mathematical expression). It consists of two second-order indexes and five third-order indexes, which are specific to the articulation of expression (correctness of expression, clarity of expression, completeness of expression, mathematical expression mode (choice of mathematical language, combination of three mathematical languages). In addition, the mathematics autonomous learning ability includes higher level, middle level, lower level and lower level. The division is based on the students' scores after the test. The evaluation system of mathematics autonomous learning ability of senior high school students based on the concept of "three Education" is constructed in this paper. The comprehensive analysis of related mathematics ability and mathematics autonomous learning ability verifies its rationality. 4. 4. Through empirical research, we can see that students have certain ability of autonomous learning in mathematics, but the development level of this ability is not ideal. According to the concept of "three religions", this paper puts forward effective teaching strategies based on teaching thinking, teaching experience and teaching expression.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】