初中数学概念教学中学生提出问题现状的调查研究

发布时间：2018-07-08 16:20

本文选题：初中数学 + 概念教学　；参考：《重庆师范大学》2017年硕士论文

【摘要】：《义务教育课程标准(2011年版)》(以下简称课标)提出创新意识是现代数学教育的基本任务,应体现在数学教与学的过程之中。学生自己发现和提出问题是创新的基础,而问题的提出依赖于数学概念的掌握。当前初中数学概念教学中,学生和教师重结果却轻过程,因此教师在数学概念的教学上往往采用讲授式和讲练结合的教学方法,导致当前初中生在概念的学习上出现障碍,课上学生只是知识的被动接收者,缺乏对概念的思考和深化。因此,在概念课的教学中学生难以提出与概念相关的数学问题,更难提出好的问题。本次研究采用文献分析法、问卷调查法、访谈法以及测试法来对当前初中数学概念课教学中学生提问的现状和学生概念的学习与掌握情况,以及影响初中生数学概念课提出问题的因素进行探索和思考。找出学生在概念课中提不出问题的原因,从而给一线教师提供教学的依据及可行的建议,及改善当前数学概念的教学。研究发现,当前初中数学概念教学中,学生在课堂上往往是进行记忆式的概念学习,学生对概念的本质理解不够清晰,容易将概念与概念混淆;同时,学生在概念的应用上往往是利用概念去解决问题,很少通过对概念的理解来提出问题;其次,学生的概念网络狭窄,在概念的延展能力上很薄弱,很难发现概念与概念之间的联系与区别。同时,教师在概念教学中,由于教学时间有限以及升学的压力,教师常常忽视学生的主体地位。课堂教学中主要是教师提问,然后教师归纳总结出概念,缺少对学生的引导;最后通过习题的练习,强化学生对概念的理解和掌握。通过对调查数据的分析发现,影响学生概念学习的原因,主要是教师和学生对概念学习的重要性认识还不够充分;其次,学生因为个人心理因素以及对概念学习缺乏主观能动性,对概念的理解不够深入。再而,教师教学策略及个人魅力,使得学生课堂的参与度不高,导致学生在概念教学中提不出问题。根据调查结果,给教师一些概念教学的参考和建议。教师在概念教学过程中应该以学生为主体,概念教学中可多采用合作交流和数学实验等多变的教学形式提高学生概念课学习的兴趣,让学生真正参与到教学活动中,让学生在提出问题与解决问题的过程中通过观察、分析、质疑来归纳总结出概念。
[Abstract]:The Curriculum Standard of compulsory Education (2011 edition) (hereinafter referred to as Curriculum Standard) puts forward that innovative consciousness is the basic task of modern mathematics education and should be reflected in the process of mathematics teaching and learning. It is the foundation of innovation for students to find and raise problems themselves, and the problems depend on the mastery of mathematical concepts. In the present mathematics concept teaching in junior high school, students and teachers pay more attention to the result than the process. Therefore, the teachers often adopt the teaching method of the combination of lecture and practice in the teaching of mathematics concept, which leads to the difficulty of the present junior high school students in the study of the concept. Students in class are only passive receivers of knowledge and lack of thinking and deepening of concepts. Therefore, it is difficult for middle school students to raise mathematical problems related to concepts and even better questions in concept teaching. This study adopts the methods of literature analysis, questionnaire survey, interview and testing to analyze the current situation of students' questioning in mathematics concept teaching in junior high school, and the learning and mastering of students' concepts. And the factors that affect the junior high school students' mathematics concept class put forward the question to carry on the exploration and the ponder. Find out the reason why the students can not raise the problem in the concept class, so as to provide the teaching basis and feasible suggestions for the first-line teachers, and improve the current teaching of mathematics concepts. The study found that in the current mathematics concept teaching in junior high school, students often learn the concept of memory in the classroom, the students' understanding of the essence of the concept is not clear enough, and it is easy to confuse the concept with the concept. In the application of concepts, students often use concepts to solve problems, and rarely put forward problems through the understanding of concepts. Secondly, students have a narrow network of concepts and are weak in their ability to extend concepts. It is difficult to find the connection and difference between concepts and concepts. At the same time, due to the limited teaching time and the pressure of higher education, teachers often ignore the main position of students in concept teaching. In classroom teaching, teachers ask questions, then the teachers sum up the concepts and lack the guidance to the students. Finally, the students' understanding and mastery of the concepts are strengthened through exercises. Through the analysis of the survey data, it is found that teachers and students do not have enough understanding of the importance of concept learning. Because of personal psychological factors and lack of subjective initiative in concept learning, students' understanding of concepts is not deep enough. Moreover, teachers' teaching strategies and personal charm make students' participation in class not high, which leads to students unable to raise problems in concept teaching. According to the results of the investigation, it gives teachers some reference and suggestions on concept teaching. In the process of concept teaching, teachers should take students as the main body. In concept teaching, cooperative communication and mathematics experiments can be used to improve students' interest in learning concept courses, so that students can really participate in teaching activities. Students are asked to sum up concepts through observation, analysis and questioning in the process of problem raising and problem solving.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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