初中数学弹性教学模式的建构与实践研究

发布时间：2018-07-02 20:50

本文选题：初中数学 + 弹性教学　；参考：《广州大学》2017年硕士论文

【摘要】：当前,全国性的基础教育课程改革正在如火如荼地进行。但是我们的课堂教学依然存在一个普遍问题:受制于传统应试教育体制,很多教师在教学中无视学生个体差异,按相同的步调,在教学中实行“一刀切”。这种传统的教学方法已经日益满足不了不同学生的学习需求和社会对创新人才的需要。同时在“同内容、同进度、同目标、同评价”的传统教法下,教师不重视两极学生的需求,特别是学困生得不到足够的帮助,致使两极化越来越严重。因此实施弹性教学模式势在必行,这样既不会抑制优生的发展,又不至于放弃学困生。因此本文将研究适合初中数学的弹性教学法,从而激发学生数学学习兴趣,提升数学成绩,培养学生的创新思维,提高学生学习的创造力。本论文先进行研究综述,着重阐述弹性教学模式的研究背景、研究价值、国内外相关课题研究现状。探讨了弹性教学模式内涵及特点、理论依据、实施原则、优越性等。然后重点探讨班内弹性教学法的具体构建模式:在课堂教学中,教师从学生的实际情况出发,充分考虑学生智力、态度、能力、情感等差异。制定弹性的教学目标,设计教学内容,控制教学进度,变化教学手段。确立弹性评价方案,既能按教学大纲要求让一般的学生掌握基础知识,又能让好学生得到进一步发展。此外,要充分考虑不同程度学生的特点,适当开展课堂讨论、课外兴趣小组等形式多样的活动,从而达到强化课堂知识、提高学生学习主动性、增强知识应用能力,并最终使每个学生都获得最大化的发展。紧接着进行实验研究,通过调查问卷、在实验班按照探索出的方法实施弹性教学,在对照班按传统教学模式进行教学,并严格控制变量,统计前后测数据并分析得出实验结论:弹性教学法适合初中数学教学,不管是对学生、对老师都是值得推广的教学方法。最后做研究总结,指出弹性教学法在初中数学实施的优点、缺点、注意事项等,反思研究过程的不足,并对后续的研究做出展望。本论文的创新点:尝试从教学实践中提炼出初中数学知识的章节思维导图,从弹性教学复习课模式的形成、内涵和构成三个层面,以及教师的教、学生的学等方面阐述初中数学弹性教学复习课模式的构建,为初中阶段最后的中考复习奠定基础。
[Abstract]:At present, the national basic education curriculum reform is in full swing. However, there is still a general problem in our classroom teaching: many teachers ignore the individual differences of students in the teaching, and implement "one size fits all" in teaching at the same pace, subject to the traditional examination-oriented education system. This traditional teaching method has been unable to meet the needs of different students and innovative talents. At the same time, under the traditional teaching method of "the same content, the same progress, the same goal, the same evaluation", teachers do not attach importance to the needs of the bipolar students, especially the students with learning difficulties can not get enough help, resulting in more and more polarization. Therefore, the implementation of flexible teaching mode is imperative, so it will not restrain the development of eugenics, nor abandon the students with learning difficulties. Therefore, this paper will study the flexible teaching method suitable for junior high school mathematics, so as to stimulate students' interest in mathematics learning, improve mathematics achievement, cultivate students' creative thinking and improve students' creativity in learning. This paper first summarizes the research, focusing on the research background, research value, research status at home and abroad. This paper discusses the connotation and characteristics of flexible teaching mode, theoretical basis, implementation principle, superiority and so on. Then the concrete construction mode of flexible teaching method in class is discussed: in classroom teaching, teachers consider the differences of students' intelligence, attitude, ability, emotion and so on from the actual situation of students. Set flexible teaching objectives, design teaching contents, control teaching progress and change teaching methods. The flexible evaluation scheme can not only let the general students master the basic knowledge according to the requirements of the syllabus, but also enable the good students to get further development. In addition, it is necessary to take full account of the characteristics of students at different levels, and properly carry out various activities such as classroom discussions and extracurricular interest groups, so as to enhance classroom knowledge, enhance students' initiative in learning, and enhance their ability to apply knowledge. And ultimately to maximize the development of each student. Then, through the questionnaire, flexible teaching is carried out in the experimental class according to the explored method, and the traditional teaching mode is used in the control class, and the variables are strictly controlled. Statistics before and after the test data and analysis of the experimental conclusion: flexible teaching method is suitable for junior high school mathematics teaching, whether for students, teachers are worthy of promotion of teaching methods. Finally, the author makes a summary of the research, points out the advantages, disadvantages and matters needing attention of the flexible teaching method in junior high school mathematics, reflects on the shortcomings of the research process, and looks forward to the future research. The innovation point of this thesis: try to extract the chapter thinking map of mathematics knowledge in junior high school from teaching practice, form the model of flexible teaching review lesson, connotation and constitution three levels, as well as the teacher's teaching, Students' learning and other aspects of junior high school mathematics flexibility teaching review model of the construction of the junior high school for the final stage of the examination review laid the foundation.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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