基于APOS理论的高中立体几何概念教学研究

发布时间：2018-07-06 12:04

  本文选题：APOS理论 + 高中立体几何　； 参考：《湖南师范大学》2016年硕士论文

【摘要】：随着新一轮基础课程改革的深入,转变教学理念,已经成为教师的必修课.数学概念的理解,是学生通往数学学习的阶梯,更是教学的重中之重.高中立体几何中有很多概念,且概念的内涵丰富,学生理解起来非常困难,也是教师教学中的难题.在传统教学理念的影响下,教师大多采用直接给出定义,然后选择性证明,这与新课标提倡要学生理解概念不相吻合.所以,找到一种适合立体几何概念教学的理论来指导教学就显得尤为重要.本文主要采用了文献综述和问卷调查相结合的方法,选择某校高一年级和高二年级学生为研究对象,通过发放问卷,对“高中生立体几何概念学习情况”进行调查研究,主要研究内容包括:(1)实施新课改后,学生对立体几何概念的理解情况;(2)新课改后,教师在立体几何教学上的现实状况;(3)对研究结果进行原因分析.研究结论:学生对立体几何概念理解存在着理解肤浅化,不能把握实质,且也不能将相关概念建立联系,反映到APOS理论则是学生基本上达到了“活动”,“过程”水平,而基本上没有达到“对象”,“图示”水平.也从侧面反映教师在教学中的问题,一是没有意识到学生这种情况,二是缺乏理论的指导.基于问卷调查研究结果分析,首先,为APOS理论指导高中立体几何概念教学提供启示.接着,探讨了APOS理论指导下高中立体几何概念教学的内涵,并提出了教学设计的基本原则以及各阶段教学设计要领,最后,通过两个具体的教学设计案例来展示APOS理论下立体几何概念教学设计思路和方法.希望本文的研究,能够为教育教学工作者提供一些借鉴和帮助.
[Abstract]:With the deepening of the new round of basic curriculum reform, changing the teaching concept has become a compulsory course for teachers. The understanding of mathematical concept is the ladder for students to study mathematics, and it is also the most important in teaching. There are many concepts in high school solid geometry, and the concept is rich in connotation, students understand it is very difficult, it is also a difficult problem in the teaching of teachers. Under the influence of the traditional teaching idea, most teachers give the definition directly and then prove it selectively, which is inconsistent with the new curriculum standard which advocates the students to understand the concept. Therefore, it is very important to find a theory suitable for the teaching of solid geometry. This paper mainly adopts the method of literature review and questionnaire survey, selects the first grade and the second grade students of a school as the research object, through the questionnaire, carries on the investigation and the research to the "the high school student solid geometry concept study situation". The main research contents include: (1) the students' understanding of the concept of solid geometry after the implementation of the new curriculum reform; (2) the actual situation of the teachers in the teaching of solid geometry after the new curriculum reform; (3) the analysis of the reasons for the results of the research. The conclusion of the study is that students have a superficial understanding of the concept of solid geometry, can not grasp the essence, and can not establish a relationship between the related concepts, which is reflected in the APOS theory that students basically reach the level of "activity" and "process". And basically did not reach the "object", "pictorial" level. It also reflects the problems of teachers in teaching, one is not aware of this situation, the other is the lack of theoretical guidance. Based on the analysis of the results of the questionnaire, first, it provides inspiration for APOS theory to guide the teaching of the concept of solid geometry in senior high school. Then, it discusses the connotation of high school solid geometry concept teaching under the guidance of APOS theory, and puts forward the basic principles of teaching design and the essentials of teaching design in each stage. Finally, Through two specific teaching design cases to show the teaching design ideas and methods of three-dimensional geometry concept under APOS theory. I hope the research in this paper can provide some reference and help for educators.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6
，

本文编号：2102731