高中数学“问题串”教学研究

发布时间：2018-05-16 05:42

本文选题：高中数学 + 问题串　；参考：《云南师范大学》2017年硕士论文

【摘要】：问题是数学的心脏,思维永远是从问题开始。数学“问题串”作为一种创新的教学方式,一直深受教师和学生的推崇,因为“问题串”可以有效激发学生的兴趣,深化、提升学生的思维,进而培养学生的问题意识和创造能力。而传统的高中数学教学模式,缺乏科学有效的“问题串”设计,以教师的讲授为主,不利于激发学生的学习动力,同时容易禁锢学生的数学创新思维和创造能力。本文通过问卷调查、实地听课考查和教师访谈了解到,目前大量高中数学教师仍然采用传统教学模式的现状;通过文献研究全面了解了目前关于高中数学“问题串”教学研究的现状;通过理论学习,寻找到了建构主义学习理论,作为高中数学“问题串”教学的理论支撑,而“最近发展区”理论和变式教学理论为数学“问题串”的设计提供指导,启发式教学理论又为数学“问题串”教学的实施提供指导。然后根据掌握数学知识的四个层次和过程,即感知、领会、巩固和应用,将数学“问题串”分为情境性问题、铺垫性问题、目标性问题、辨析性问题和应用性问题。根据高中数学“问题串”教学特点和高中生学习数学的心理特征,提出高中数学“问题串”设计应遵循目标性原则、启发性原则、渐进性原则和探索性原则。再根据高中数学“问题串”的类型和设计原则,按照概念课、命题课、习题课、复习课和试卷讲评课五个课型选择具体的课例进行完整的“问题串”教学设计。历经5个月的高中数学“问题串”教学实验研究表明,在高中实施数学“问题串”教学,有利于学生数学学习成绩的提高,有助于学生数学兴趣的提高,有助端正学生的学习态度和学习方法的创新。
[Abstract]:The problem is the heart of mathematics, and the mind always begins with the problem. As an innovative teaching method, mathematics "question string" has always been highly praised by teachers and students, because "question string" can effectively arouse students' interest, deepen their thinking, and promote their thinking. Then cultivate students' problem consciousness and creative ability. But the traditional high school mathematics teaching mode, lacks the scientific effective "question string" the design, mainly by the teacher's instruction, is unfavorable to stimulate the student's study motive force, at the same time easy to restrain the student's mathematics innovation thought and the creation ability. This article through the questionnaire survey, the field listening to the class examination and the teacher interview to know, at present a large number of senior high school mathematics teachers still adopt the traditional teaching mode the present situation; Through the literature study, the author comprehensively understands the present situation of the teaching research on the "problem string" in senior high school mathematics, and finds out the constructivism learning theory through the theoretical study, which is the theoretical support of the "question string" teaching in the senior high school mathematics. The theory of "proximal development zone" and the theory of variant teaching provide guidance for the design of mathematics "problem string", and heuristic teaching theory provides guidance for the implementation of mathematics "problem string" teaching. Then according to the four levels and processes of mastering mathematical knowledge, that is, perceiving, understanding, consolidating and applying, the mathematical "question string" is divided into situational problem, bedding problem, objective problem, discriminating problem and application problem. According to the teaching characteristics of "problem string" in senior high school mathematics and the psychological characteristics of senior high school students' learning mathematics, this paper puts forward that the design of "problem string" in senior high school mathematics should follow the principles of goal, inspiration, progressiveness and exploration. Then according to the types and design principles of "question string" in senior high school mathematics, according to the concept class, proposition class, exercise class, review class and test paper evaluation class, five classes are selected to complete the teaching design of "question string". The experimental research on the teaching of "problem string" in senior high school mathematics for five months shows that the implementation of "problem string" teaching in senior high school is beneficial to the improvement of students' mathematics learning achievement and to the improvement of students' interest in mathematics. Help correct students' learning attitude and innovation of learning methods.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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