八年级学生数学学习分化点的调查研究
发布时间：2018-11-16 18:43
【摘要】：在数学学习中,存在着这样一些知识点,它们的学习过程非常容易导致学生产生分化,我们称之为“分化点”。从数学教学实际来看,学生成绩差异的出现都可追溯到对某些分化点的学习顺利与否。长期以来,虽有不少教师对数学分化点的教学进行了不懈的探索实践,但关于高中居多,对于八年级数学学习分化点研究甚少。而且大部分的研究结论主要是以教学中的经验为依据得到的,未系统分析其成因。本文首先采用文献研究法,分析前人关于分化点的研究,在此基础上,针对八年级的数学知识内容,进行师生问卷调查、教师访谈、学生平时作业和测试调查。通过对数据统计分析,本文得到八年级学生数学学习的分化点,从分化点的内容特点、学生本身的特征、教师教学的原因三方面分析其成因,并提出突破分化点的教学策略并对策略的有效性进行等组实验。通过问卷调查、成因分析、策略研究、等组实验等途径,本研究主要获得了以下几个基本结论:(1)确定八年级学生数学学习分化点通过师生问卷调查、学生平时作业与测试的统计,认定八年级学生数学学习的强分化点是:最短路径问题、平行四边形的判定、三角形全等的判定、等腰三角形;弱分化点是:一次函数与方程和不等式、分式方程、正方形、函数的图象、公因式法、角的平分线性质、三角形的高、中线和角平分线、等边三角形。(2)从分化点的内容特点、学生本身的特征、教师教学的原因三个方面进行成因分析从分化点本身来看,其内容抽象程度、思维要求较高并具有一定难度;从学生的认知特征上看,感性的思维特征、消极的思维习惯、学习动机不足、错误的学习方法都是造成分化点出现的原因;从教师的教学状况上分析,存在”角色分化”、”经验主义”、重知识传授,轻思想方法等弊端。(3)针对一般分化点、特殊分化点的应对策略针对一般分化点,要抓住特点,分解难点;更新理念,面向全体;改变策略,提高效率;激发兴趣,主动学习。针对强分化点要突破难点,分散难点,针对弱点分化要细心指导,严格要求。(4)针对轴对称这一章的分化点进行具体的教学片断设计,并对其有效性进行检验。
[Abstract]:In mathematics learning, there are such knowledge points, their learning process is very easy to cause students to divide, we call it "differentiation point". From the point of view of mathematics teaching practice, the differences in students' scores can be traced back to the smooth learning of some differentiation points. For a long time, although many teachers have carried on the unremitting exploration and practice to the teaching of the mathematics differentiation point, but most of them are about the senior high school, the research on the differentiation point of mathematics learning in the eighth grade is very few. And most of the conclusions are based on the experience of teaching, without systematic analysis of the causes. In this paper, first of all, literature research method is used to analyze the former research on differentiation points. On this basis, the eighth grade mathematics knowledge content, teachers and students questionnaire survey, teacher interviews, students in peacetime homework and test investigation. Through the statistical analysis of the data, this paper obtains the differentiation point of the eighth grade students' mathematics learning, and analyzes its causes from three aspects: the content characteristics of the differentiation points, the characteristics of the students themselves, and the causes of the teachers' teaching. The teaching strategy of breaking through the differentiation point is put forward and the effectiveness of the strategy is tested in groups. By means of questionnaire investigation, cause analysis, strategy study, and so on, this study has obtained the following basic conclusions: (1) to determine the dividing point of mathematics learning of the eighth grade students through the questionnaire survey between teachers and students; According to the statistics of students' homework and test, it is concluded that the strong differentiation points of the eighth grade students' mathematics learning are the shortest path problem, the judgment of parallelogram, the judgement of triangle's full equality, and the isosceles triangle; Weakly differentiated points are: first function and equation and inequality, divisional equation, square, image of function, common factor method, bisection property of angle, height of triangle, center line and angular bisection line, Equilateral triangle. (2) from three aspects of the characteristics of the content of the differentiation point, the characteristics of the students themselves, and the reasons of the teacher's teaching, from the perspective of the differentiation point itself, the content is abstract, the thinking requirement is high and has certain difficulty; From the point of view of students' cognitive characteristics, perceptual thinking characteristics, negative thinking habits, insufficient learning motivation and wrong learning methods are the reasons for the emergence of the split point. Analyzing from the teachers' teaching condition, there are disadvantages such as "role differentiation", "empiricism", emphasis on knowledge imparting, neglecting thinking methods and so on. (3) aiming at the general differentiation point, the coping strategy of the special differentiation point is aimed at the general differentiation point. Should grasp the characteristic, decomposes the difficulty; Update ideas, face the whole; change strategies to improve efficiency; stimulate interest, active learning. In order to break through the difficulty, disperse the difficulty, and guide the weakness differentiation carefully, strict requirements are required. (4) the specific teaching fragment design of the chapter on axisymmetric is carried out, and its validity is tested.
【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
本文编号：2336323
[Abstract]:In mathematics learning, there are such knowledge points, their learning process is very easy to cause students to divide, we call it "differentiation point". From the point of view of mathematics teaching practice, the differences in students' scores can be traced back to the smooth learning of some differentiation points. For a long time, although many teachers have carried on the unremitting exploration and practice to the teaching of the mathematics differentiation point, but most of them are about the senior high school, the research on the differentiation point of mathematics learning in the eighth grade is very few. And most of the conclusions are based on the experience of teaching, without systematic analysis of the causes. In this paper, first of all, literature research method is used to analyze the former research on differentiation points. On this basis, the eighth grade mathematics knowledge content, teachers and students questionnaire survey, teacher interviews, students in peacetime homework and test investigation. Through the statistical analysis of the data, this paper obtains the differentiation point of the eighth grade students' mathematics learning, and analyzes its causes from three aspects: the content characteristics of the differentiation points, the characteristics of the students themselves, and the causes of the teachers' teaching. The teaching strategy of breaking through the differentiation point is put forward and the effectiveness of the strategy is tested in groups. By means of questionnaire investigation, cause analysis, strategy study, and so on, this study has obtained the following basic conclusions: (1) to determine the dividing point of mathematics learning of the eighth grade students through the questionnaire survey between teachers and students; According to the statistics of students' homework and test, it is concluded that the strong differentiation points of the eighth grade students' mathematics learning are the shortest path problem, the judgment of parallelogram, the judgement of triangle's full equality, and the isosceles triangle; Weakly differentiated points are: first function and equation and inequality, divisional equation, square, image of function, common factor method, bisection property of angle, height of triangle, center line and angular bisection line, Equilateral triangle. (2) from three aspects of the characteristics of the content of the differentiation point, the characteristics of the students themselves, and the reasons of the teacher's teaching, from the perspective of the differentiation point itself, the content is abstract, the thinking requirement is high and has certain difficulty; From the point of view of students' cognitive characteristics, perceptual thinking characteristics, negative thinking habits, insufficient learning motivation and wrong learning methods are the reasons for the emergence of the split point. Analyzing from the teachers' teaching condition, there are disadvantages such as "role differentiation", "empiricism", emphasis on knowledge imparting, neglecting thinking methods and so on. (3) aiming at the general differentiation point, the coping strategy of the special differentiation point is aimed at the general differentiation point. Should grasp the characteristic, decomposes the difficulty; Update ideas, face the whole; change strategies to improve efficiency; stimulate interest, active learning. In order to break through the difficulty, disperse the difficulty, and guide the weakness differentiation carefully, strict requirements are required. (4) the specific teaching fragment design of the chapter on axisymmetric is carried out, and its validity is tested.
【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
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