二面角及二面角的平面角的学习现状调查与研究

发布时间：2018-06-23 12:43

本文选题：二面角 + 二面角的平面角　；参考：《华中师范大学》2017年硕士论文

【摘要】：数学概念是数学的基本组成要素,数学概念的学习是数学学习的基本环节。本研究从数学的两个微观概念——二面角及二面角的平面角入手,通过对高二年学生与教师的问卷、访谈,就两概念的表征、概贪间联系的建构、概念的运用以及学生的数学学习情感等方面来了解学生对两概念的掌握情况。调查表明:(1)不同数学水平的学生对两概念所呈现的首次表征没有太大的差异;数学水平愈高的学生,概念的多元表征愈为丰富;学生对概念的表征从一种类型跳跃到另一种类型有一定的难度;对概念所呈现的表征内容多来源于教师的讲授以及课后的习题;(2)学生对构建概念间联系的意识不强,对两概念所处的知识体系地位认识不足;(3)数学水平愈好的学生,概念运用的越好、越稳定。中下数学水平的学生则相反且较依赖于习题;(4)学生在两概念学习中所表现出来的积极情感不高。接着,通过对二面角及其平面角这两概念中,如概念引入、概念内涵、概念运用等的教学的探讨来研究在概念教学中应怎样帮助学生构建概念间的联系、丰富学生的表征能力以及如何进行概念的运用等。经反思数学概念的教学应:(1)注重从概念间的逻辑联系来引入概念;(2)深刻挖掘概念的内涵以丰富学生的概念表征;(3)通过对有价值问题的设置,使学生有机会亲身经历数学方法的探索过程;(4)引导学生从概念出发解决问题;(5)寓积极数学学习情感的培养于各个教学环节之中。
[Abstract]:Mathematical concept is the basic element of mathematics, and the study of mathematical concept is the basic link of mathematics learning. This research starts with two microcosmic concepts of mathematics-dihedral angle and plane angle of dihedral angle, through the questionnaire of students and teachers in senior two years, interviews, on the representation of the two concepts, the construction of the relationship between greed. The use of concepts and students' mathematics learning emotion to understand the students grasp the two concepts. The investigation shows that: (1) the students of different mathematics level have no great difference in the first representation of the two concepts, and the higher the mathematics level, the richer the multiple representation of the concepts; It is difficult for students to jump from one type to another; the representation of concepts comes from teachers' teaching and exercises after class; (2) students are not aware of the relationship between concepts. (3) the better the mathematics level, the better the use of the concept, the more stable the concept. On the other hand, the middle and lower mathematics level students are more dependent on exercises; (4) the positive emotion of students in the learning of two concepts is not high. Then, by discussing the two concepts of dihedral angle and plane angle, such as the introduction of concept, the connotation of concept, the application of concept and so on, this paper studies how to help students to construct the relationship between concepts in concept teaching. Enrich the students' representation ability and how to use the concept. After reflecting on the teaching of mathematical concepts, we should: (1) pay attention to the introduction of concepts from the logical relationship between concepts; (2) dig deeply into the connotation of concepts to enrich students' conceptual representation; (3) through the setting of valuable problems, Students have the opportunity to experience the exploration process of mathematical methods; (4) to guide students to solve problems from the concept; (5) to cultivate the positive mathematics learning emotion in each teaching link.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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