初中数学问题情境的特征水平研究

发布时间：2018-07-05 11:34

本文选题：问题情境 + 表征模式　；参考：《南京师范大学》2017年硕士论文

【摘要】：从新一轮课程改革进行以来,问题情境便成为了一个经久不衰的研究课题。本文的研究内容主要是在国内外相关研究基础上,建立初中数学问题情境的特征水平的分析模型,并据此来分析PISA2012的测试题和南京市2016年中考试题问题情境的设置特点;编制测试问卷,了解问题情境的三个特征对学生问题解决的影响;给出相关教学建议。PISA2012的测试题和南京市2016年中考试题分析结果表明:1.PISA2012测试题和南京市2016中考情境试题在问题情境的特征方面存在一定的差异。PISA2012的试题情境类型非常丰富,而南京市2016年中考试题的情境类型相对就较为贫乏,以无情境试题居多。2. PISA2012的测试题文字量都比较大,很多内容都通过图表来展示,情境中的数学元素也比较多,但对学生的认知要求比较低,更加注重基础性。南京市2016年中考情境试题更多的是通过图表来展示,情境中的数学元素无明显特点,对学生的认知要求较高。测试结果表明:1.从测试卷整体来看,两校在本次测试中总体未达到及格水平,学生解决情境问题的能力有待提高。2.在表征模式方面,文字量对学生解题的影响较为显著,但是图表表述并无太大影响;另外情境的文字量对学困生的影响比对学优生的影响要大,学优生的读图能力明显强于学困生。3.在数学结构方面,当数学元素的个数增加时,学生的测试得分会下降。当数学中抽象符号变多时,学优生的问题解决能力强于学困生,因而数学结构具有一定的区分度。4.在认知水平方面,当题目情境的认知水平发生变化时,两校学生的均分均有所下降,因而问题情境的认知水平要求对学生的问题解决影响很大。根据研究结果提出如下几点教学建议:关注数学的生活化,注重开发数学实践环节;增加数学阅读训练,培养学生数学理解能力;关注图表表征形式,增强数学语言表达能力;匹配相应认知水平,逐步提升问题探究能力。
[Abstract]:Since the new round of curriculum reform, the problem situation has become an enduring research topic. The research content of this paper is mainly based on the related research at home and abroad to establish the analysis model of the characteristic level of mathematics problem situation in junior high school, and then analyze the characteristics of PISA2012 test and Nanjing 2016 middle school examination problem setting. Make a questionnaire to understand the impact of the three characteristics of the problem situation on students' problem solving; The analysis results of the relevant teaching advice. PISA2012 and the 2016 middle school test in Nanjing show that there are some differences between the PISA2012 test and the 2016 middle school test in Nanjing in terms of the characteristics of the problem situation. PISA2012 has a very rich situation type. But Nanjing 2016 middle school examination question situation type is relatively poor, in the absence of the situation examination question. 2. 2. PISA2012 test questions are relatively large text, a lot of content through charts to show, the situation is more mathematical elements, but the students' cognitive requirements are relatively low, more attention to the basic. The situational test of the 2016 middle school examination in Nanjing is more illustrated by charts. The mathematics elements in the situation have no obvious characteristics, and the students' cognitive requirements are high. The results of the test show that 1: 1. From the test paper as a whole, the two schools in the test overall did not reach the level of passing, students need to improve their ability to solve situational problems. 2. In terms of representation mode, the amount of text has a significant effect on the students' problem solving, but the chart does not have much effect on it. In addition, the amount of text in the situation has more influence on the students with learning difficulties than on the students with excellent learning. The ability to read pictures of excellent students is obviously better than that of students with learning difficulties. 3. In terms of mathematical structure, when the number of mathematical elements increases, students' test scores decline. When there are more abstract symbols in mathematics, the problem solving ability of the excellent students is better than that of the students with learning difficulties, so the mathematical structure has a certain degree of distinction. 4. In terms of cognitive level, when the cognitive level of the topic situation changes, the average score of the two schools students has decreased, so the cognitive requirements of the problem situation have a great impact on the students' problem solving. According to the results of the study, some teaching suggestions are put forward as follows: pay attention to the life of mathematics, pay attention to the development of mathematical practice, increase the training of mathematics reading, train students' ability of understanding mathematics, pay attention to the form of representation of graphs and enhance the ability of mathematical language expression; Match the corresponding cognitive level, and gradually improve the ability to explore problems.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】