初中数学课后作业布置与批改的有效策略研究

发布时间：2018-07-13 20:00

【摘要】：现在教育部门和家长以及老师对数学课后作业越来越重视。国家教委还颁布《关于减轻学生负担过重问题的若干规定》,数学课后作业不但是对数学课堂学习的一个延续,而且也是知识内化以及升华的过程。数学课后作业对于教育教学工作具有不可磨灭的重要性,使得学生在课堂上获取知识以后,能够做到学以致用,换句话说就是能够运用课堂所学知识分析问题和解决问题,取得更高的学习效率,同时提升学生的学习能力。在新课改的背景下,现在很多教师对数学课后作业还是以传统的方式对待,对于课后作业选择的片面性以及批改方式的单一性是我们需要研究的问题。我通过查阅大量的参考文献,了解现如今国内外研究现状,对数学学习理论、数学标准和作业布置和批改的研究现状进行总结分析。把“反馈理论”、“建构主义理论”和“最近发展区理论”结合现代教育理念作为研究课后作业布置和批改的理论基础,寻找数学课后作业布置与批改的有效策略。为此进行了问卷调查,调查问卷分为学生卷和教师卷,还对一些问卷无法深入研究的问题编制访谈稿。通过对调查问卷和访谈资料的整理和分析得出研究结果,并针对在研究过程中发现的一些问题,给出相应地建议和解决策略。数学课后作业布置的问卷调查从以下几个方面进行研究：一、数学课后作业类型和学生对作业的态度,作业形式大体分为书面作业、口头作业、数学实验作业；二、数学课后作业内容的选择,主要有课后习题、练习册、教师自己设计、教研组共同设计、家长布置、网络或其他资源等；三、数学课后作业量和时间。作业批改从下面几个方面进行研究：一、数学作业批改方式,主要有教师批改、同学互批、组长代批、家长代批、学生自己批改等批改方式；二、数学作业批改中问题的处理；三、数学作业评语的沟通方式。通过对初在数学课后作业布置和批改的研究,力争找到有效的评价方法,解决教学中遇到的现实问题。提出针对初中阶段这个敏感时期的教育实践有利的指导方法,改进现实初中数学教育教学现状,达到“不同的人在数学上得到不同的发展”的目的与要求。
[Abstract]:Now education departments and parents and teachers pay more and more attention to homework after math class. The State Education Commission also promulgated some regulations on reducing students' heavy burden. Homework after mathematics class is not only a continuation of mathematics classroom learning, but also a process of knowledge internalization and sublimation. Homework after math class has an indelible importance to education and teaching, so that students can use their knowledge in the classroom, in other words, they can use what they have learned in the classroom to analyze and solve problems. To achieve higher learning efficiency and improve students' learning ability. Under the background of the new curriculum reform, many teachers still treat the homework after math class in the traditional way. The one-sidedness of homework selection and the singularity of the correction method are the problems we need to study. Through consulting a large number of references, I understand the present research situation at home and abroad, and summarize and analyze the research status of mathematics learning theory, mathematical standard, assignment and correction. Taking "feedback theory", "constructivism theory" and "theory of proximal development area" as the theoretical basis of studying homework arrangement and correction after class, the effective strategy of assignment arrangement and correction after mathematics class is found. The questionnaire is divided into students' and teachers' papers, and some questions that can not be studied deeply are compiled. Through the analysis of the questionnaire and interview data, the research results are obtained, and the corresponding suggestions and solutions are given in view of some problems found in the course of the research. The questionnaire survey of homework assignment after mathematics class is studied from the following aspects: first, the types of homework after math class and the students' attitude towards homework, the form of homework is generally divided into written homework, oral homework, mathematical experiment work; second, The choice of homework content after math class mainly includes after class exercises exercise books teachers themselves design teaching and research group common design parents layout network or other resources; third after math class homework volume and time. Homework correction from the following aspects of the study: first, mathematics homework correction methods, mainly teachers, students mutual approval, group leader, parents on behalf of the students, and other evaluation methods; second, mathematics homework correction in the processing of problems; Third, the communication method of mathematics assignment comment. Through the study of assignment arrangement and correction after mathematics class, the author tries to find effective evaluation methods and solve the practical problems encountered in teaching. This paper puts forward a favorable guiding method for the teaching practice in the sensitive period of junior middle school, improves the present situation of mathematics teaching in junior high school, and achieves the purpose and requirement of "different people get different development in mathematics".
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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