基于样例学习理论的初中数学概念教学设计研究

发布时间：2018-07-07 14:45

本文选题：样例 + 样例学习理论　；参考：《渤海大学》2017年硕士论文

【摘要】：数学概念教学是中学数学教学的重要组成部分,也是学生获得基本知识和形成基本技能的核心所在。对于中学数学而言,它研究的主要对象是数和形,而数学概念恰恰就是对数和形本质属性的反映,是一种关于数和形的本质属性的思维形式。因此要提高教学质量,概念教学举足轻重。概念教学看似简单,把应有的概念传递给学生就可以,其实不然。概念教学不仅体现在学生的学上,对教师的教也有一定要求。对构成概念的每个词句,每个标点的分析都不可有丝毫差错,否则就可能产生学生对概念的认知错误。虽然很多时候教师通过大量的练习可以达到教学目标的要求,但是这种方法成功周期较长。如何设计一份高质量的教学设计,让学生由被动学转变成为学生主动学才是关键。一个完善而优质的教学设计,体现在教师是否考虑到了学生的实际,是否考虑到了学生自学能力的强化和迁移能力的提高。当学生面对一个新问题时,能否联想到以前学过的旧知识,然后通过类比模仿来独立解决新问题,这就要求教师在概念教学时善于寻找更好的教学方法。样例教学法不失为一种好的教学方法。样例学习,是一种模仿式学习,模仿可以理解为样例学习的一种近迁移,模仿的对象就是样例。样例学习理论是一种深度模仿式学习理论,是一种自觉伴有理解、模式识别、模式归纳的模仿,它与创新有机结合,相得益彰,成为数学学习的主要方式,它要求学生主动总结,归纳样例中隐含的知识技能,获得解决问题的一般方法。本文主要基于样例学习理论,对初中数学概念教学设计提出一些建议和思考,并在其理论原则下给出初中数学概念形成和同化的两个教学设计案例,以期能够在一定程度上对教师优化教学设计有所帮助,对学生自学能力和解决问题的能力有所提高。希望通过本文的研究能够给一线教师一些参考和些许有价值的信息,对教师教学能够起到启示和借鉴作用。
[Abstract]:Mathematics concept teaching is an important part of mathematics teaching in middle school. It is also the core of students to acquire basic knowledge and form basic skills. For middle school mathematics, the main object of its research is number and form, and the concept of mathematics is the reflection of the essential attributes of logarithms and shapes, which is a form of thinking about the essential attributes of numbers and shapes. Therefore, to improve the quality of teaching, concept teaching plays an important role. Concept teaching seems simple, the concept should be transferred to the students can, in fact, it is not. Concept teaching is not only reflected in students' learning, but also has certain requirements for teachers' teaching. For every word or sentence that constitutes a concept, there must be no error in the analysis of each punctuation, otherwise students may have a cognitive error in the concept. Although teachers can achieve the goal of teaching through a lot of exercises, this method has a long period of success. How to design a high-quality teaching design and change students from passive learning to active learning is the key. A perfect and high quality teaching design is reflected in whether the teacher takes into account the students' reality, the enhancement of students' self-study ability and the improvement of their transfer ability. When students are faced with a new problem, can they think of the old knowledge they have learned before, and then solve the new problems independently by analogy imitation, which requires teachers to be good at finding better teaching methods in concept teaching. The sample teaching method is a good teaching method. Sample learning is a kind of imitating learning. Imitation can be understood as a near transfer of sample learning. The object of imitation is the sample. Sample learning theory is a kind of deep imitation learning theory. It is a kind of imitation of conscious accompanied understanding, pattern recognition and pattern induction. It is an organic combination with innovation and complement each other, and becomes the main way of mathematics learning. It requires students to actively summarize and summarize the implied knowledge and skills in the sample to obtain a general solution to the problem. Based on the model learning theory, this paper puts forward some suggestions and thoughts on the teaching design of mathematics concept in junior high school, and gives two teaching design cases of the formation and assimilation of mathematics concept in junior high school under its theoretical principle. To some extent, it can help teachers to optimize teaching design and improve students' self-study ability and problem-solving ability. It is hoped that the research in this paper can give some reference and some valuable information to the teachers, and it can enlighten and draw lessons from the teachers' teaching.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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