高中生解决新定义型问题困难的原因分析和对策研究

发布时间：2018-05-09 14:43

本文选题：新定义型问题 + 解题困难　；参考：《山东师范大学》2016年硕士论文

【摘要】：新定义型问题是“以能力立意”的问题,它主要考查的是答题者的创新意识和抽象概括能力等多方面的数学素质。新定义型问题的内容不同于高中数学教材的内容,它给学生设置全新的情景,让学生在一个公平的环境里现学现用,充分展示学生的学习能力。但在实际教学中,不少学生在解决新定义型问题时困难重重,例如不理解题目给出的新定义或新信息、不能选择合适的解法以及无法进行必要的运算等。因此,找出学生解决新定义型问题的真正困难,挖掘出产生这些困难的原因具有重要意义。本文通过口语报告法、观察法与访谈法等研究方法对淄博、济南和青岛的40名解决新定义型问题有明显困难的学生进行调查,旨在找出学生解决新定义型问题困难的真正原因,并根据这些原因找出有针对性的教学策略,帮助学生克服困难,提高他们的数学学习能力。本文利用口语报告法看出高中生在解决新定义型问题过程中的困难主要在以下几个方面:快速而正确地理解题目的各种条件,包括示例、算法、公式、符号、概念等;正确提取解题所需的基础知识,包括公式、概念等;仔细审题和挖掘题目隐含条件;熟练进行解题过程中必要的化简变形;正确选择解决新定义型问题的思想方法;形成条理的解答新定义型问题的思路;正确进行解题过程中的数学运算。其中,理解题目的各种条件是当前学生最大的困难。针对上述困难,进一步结合观察法和访谈法得出高中生解决新定义型问题存在困难的主要原因有:学生在阅读新定义型问题的题干收集信息的时候容易马虎大意,遗漏关键内容;学生在根据从新定义型问题中收集到的信息里提取解题所需信息的时候容易受到干扰,出现理解偏差;学生在对提取到的解决新定义型问题所需的信息进行整合的过程中,容易受到平时对知识学习情况的影响;学生在分析新定义型问题的时候容易以偏概全,表现出自学能力有待提高;学生在解答新定义型问题的过程中缺少技巧,易受思维定势的影响。在教学方面,针对高中生解决新定义型问题存在困难的主要原因提出以下教学建议:在讲解新定义型问题时,教师需要指导学生从背景文字中收集信息,标记关键信息的同时排除干扰信息;教师引导学生在分析问题的过程中要整体看待题目条件选择解题方法,从中获取自学技巧;在讲解新定义型问题后,教师应对问题进行必要的变式,让学生体会抓住问题的本质的重要性;为了提高学生解决新定义型问题的能力,教师需要传授给学生正确的丰富的知识,指导他们有计划地复习知识,牢固地保持所学知识,并能灵活地加以应用;在平时的教学中,教师既要注意训练学生思维的相对定向,又要训练其思维的灵活多样;教师不仅需要训练学生从多种角度解决问题,提倡一题多解,还需要引导学生注意对同一问题的不同解决方法进行比较,仔细观察解法的区别、优缺点和合理程度,掌握解法的针对性;教师每天给学生提供一道新定义型问题作为作业,适当训练,又不增加训练负担;教师需要引导学生进行积极的反思。
[Abstract]:The new definition problem is the question of "ability to stand up". It mainly examines the mathematical quality of the respondent's creative consciousness and abstract generalization ability. The content of the new definition type is different from the content of the high school mathematics teaching material. It sets a new scene for the students to make the students learn to use in a fair environment and to make full use of them. But in the actual teaching, many students are difficult to solve the new definition problem, such as not understanding the new definition or new information given by the subject, not choosing the appropriate solution and unable to carry out the necessary operation. Therefore, to find out the real difficulties for the students to solve the new definition problems and excavate this Some of the reasons for the difficulties are of great significance. In this paper, 40 students in Zibo, Ji'nan and Qingdao who have obvious difficulties in solving new definition problems have been investigated by oral reporting, observation and interview. The purpose of this study is to find out the true reasons for students to solve the problems of newly defined problems and to find out the pertinence according to these reasons. Teaching strategies to help students overcome difficulties and improve their ability to learn mathematics. This paper uses oral report to see that the difficulties in solving new definition problems are mainly in the following aspects: fast and correct understanding of the various conditions of the subject, including examples, algorithms, formulas, symbols, concepts and so on; and the correct extraction of problems. The necessary basic knowledge, including the formula, the concept, and so on; careful examination and excavation of the hidden condition of the subject; the necessary simplification of the deformation in the process of solving the problem; the correct choice of the thought and method of solving the newly defined problem; the formation of a rational solution to the new definition of the problem; the correct calculation of the mathematical operation in the process of solving the problem. Among them, the understanding of the subject. Various conditions are the most difficult for the students at present. In view of the above difficulties, the main reasons for the difficulties in solving new definition problems are: the students are easy to be careless and omit the key content when they are reading the new definition problem to collect information; students are in the new definition. When the information collected in the type problem is extracted, it is easy to be disturbed when the information is needed to solve the problem. In the process of integrating the information needed to solve the newly defined problem, the students are easily affected by the usual knowledge learning situation, and the students are apt to be biased when analyzing the newly defined problems. All of them show that self-learning ability needs to be improved; students are lacking in skills in solving new definition problems and are vulnerable to the influence of thinking. In teaching, the following suggestions are put forward for high school students to solve new definition problems: teachers need to guide students from Bei Jingwen when explaining new definition problems. In the word, the information is collected, the key information is marked and the interference information is excluded. The teacher guides the students to choose the problem solving method as a whole in the process of analyzing the problems and obtain the self-study skills from it. After explaining the new definition, the teachers should make the necessary changes in dealing with the problems so that the students can grasp the importance of the essence of the problem. In order to improve students' ability to solve newly defined problems, teachers need to impart correct and rich knowledge to their students, guide them to review knowledge in a planned way, maintain their knowledge firmly, and apply them flexibly. In ordinary teaching, teachers should pay attention to training students' relative orientation of thinking and training their thinking. The teacher not only needs to train the students to solve the problems from a variety of angles, but also needs to guide the students to compare the different solutions of the same problem, carefully observe the difference of the solution, the advantages and disadvantages and the reasonable degree, and grasp the pertinence of the solution; the teachers provide a new definition problem to the students every day. For homework, proper training and no increase of training burden; teachers need to guide students to reflect positively.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

【参考文献】