数学写作促进学生指数函数学习的实验
发布时间：2018-11-18 11:29
【摘要】：函数学习是高中学生学习的重难点内容,在整个函数学习系统中每一类函数的学习在概念理解、规律总结、扩展应用等方面有很多相似之处,指数函数作为高中学生函数学习的开始,对随后对数函数、幂函数、三角函数的学习起着基础性的作用,学生对指数函数知识、学习方法、规律探究的学习对之后的函数的学习起着促进性的作用。新课标提倡加强数学学习的表达与交流,数学写作作为一种教学辅助手段,可以通过增进师生交流的方式将学生的学与教师的教进行有效互动,帮助教师的指导更加全面、更加具有针对性,在动态中促进学生的学习。将数学写作与学生指数函数学习进行结合,来帮助学生为高中阶段的函数学习打好基础。首先,本文以建构主义理论、有意义学习理论、学习迁移理论、信息加工理论为基础,通过查阅国内外相关文献将数学写作、指数函数的相关学习进行总结,同时结合指数函数学习的相关要求与标准,提出利用数学写作促进学生指数函数学习的可行性。其次,笔者在实验开始前对572名学生与30名在职数学教师关于数学写作促进指数函数学习围绕师生沟通交流、数学知识反思、数学问题解决方式、个性化指导、数学写作的了解五方面的现状分别进行了问卷调查与访谈,在分析调查结果的基础上,总结出指数函数教学过程中教前无依据、过程无反馈、教后无评价三大方面相关的问题,结合数学写作在教学过程中的优势,决定围绕数学写作促进学生指数函数的学习进行实验。本实验笔者以山东师范大学附属中学高一六班为实验班、五班为对照班围绕数学写作促进学生指数函数学习进行对照实验,围绕指数函数的预习、课后反馈、知识总结、错题整理与反思、教师评价反馈、师生情感交流六方面展开数学写作,通过学生的写作与教师反馈进行交流,探究数学写作对于学生指数函数学习的促进作用,实验最后以两班学生的实验前后的成绩进行对比,发现在实验前的数学测试两班成绩相差无几的情况下高一六班学生的指数函数测验成绩要明显高于五班学生的成绩,并且在实验过程中的课堂表现六班学生的积极性与参与性要明显高于五班学生。实验结果显示出数学写作确实在学生指数函数学习中起着促进作用。最后,笔者结合数学写作促进学生指数函数学习的实验提出了几点教学策略:(1)了解学生需求,及时改善教学,促进教学过程最优化。(2)从细节发现学生学习问题,及时给与纠正。(3)了解学生的个性特点,促进学生的个性发展。(4)加强师生的沟通交流。(5)学生通过知识整理、错题反思进行自我认知调节。(6)结合学习过程,全面评价学生。并且指出了在实际教学中教师要灵活运用数学写作,注意写作开展的方式,同时结合课堂教学对话交谈培养良好的学习习惯,为以后的学习打好基础。
[Abstract]:Function learning is a difficult and important part of senior high school students' learning. In the whole function learning system, there are many similarities in concept understanding, rule summary, extended application and so on. As the beginning of high school students' learning of function, the exponential function plays a fundamental role in the subsequent study of logarithmic function, power function and trigonometric function. The study of law inquiry plays an important role in the learning of function. The new curriculum standard advocates strengthening the expression and communication of mathematics learning. As a teaching assistant means, mathematical writing can effectively interact students' learning with teachers' teaching by enhancing the communication between teachers and students, so as to help teachers guide more comprehensively. More targeted, in the dynamic promotion of students' learning. This paper combines mathematical writing with learning of exponential function to help students lay a good foundation for functional learning in senior high school. First of all, based on constructivism theory, meaningful learning theory, learning transfer theory, information processing theory, this paper summarizes the relevant learning of mathematical writing and exponential function by consulting relevant literature at home and abroad. At the same time, combining with the related requirements and standards of learning exponential function, the feasibility of promoting students' learning of exponential function by mathematical writing is put forward. Secondly, the author studied 572 students and 30 in-service mathematics teachers about mathematics writing and promoting exponential function learning around teachers and students, mathematics knowledge reflection, mathematical problem solving methods, personalized guidance before the beginning of the experiment. On the basis of the analysis of the results of the investigation, the author summarizes three related problems in the teaching process of exponential function: no basis before teaching, no feedback in process, no evaluation after teaching. Combined with the advantages of mathematical writing in the teaching process, it is decided to carry out experiments around mathematical writing to promote the learning of students' exponential function. In this experiment, the author takes the sixth class of senior middle school affiliated to Shandong normal University as the experimental class, the fifth class as the control class, and the fifth class as the control class to promote the students' learning of exponential function, and the author carries on the contrast experiment around the preparatory study of the exponential function, the feedback after class, the summary of knowledge. Through the students' writing and teachers' feedback, this paper explores the promotion of mathematical writing to students' exponential function learning, through the students' writing and teachers' feedback to carry out mathematical writing, teachers' evaluation feedback, teachers' affective communication, six aspects of mathematical writing. At the end of the experiment, the results of the two classes before and after the experiment were compared, and it was found that under the condition that the results of the two classes before the experiment were similar, the results of the exponential function test of the sixth class of Senior one students were obviously higher than those of the fifth class students. In the course of the experiment, the enthusiasm and participation of class 6 students were significantly higher than that of class 5 students. The experimental results show that mathematical writing does play an important role in the learning of exponential function. Finally, based on the experiment of mathematical writing to promote students' exponential function learning, the author puts forward several teaching strategies: (1) understanding students' needs, improving teaching in time, and promoting the optimization of teaching process; (2) finding out students' learning problems from details. (3) understanding students' personality characteristics, promoting students' personality development, (4) strengthening communication between teachers and students, (5) students' knowledge collation, (6) comprehensive evaluation of students combined with learning process. It also points out that teachers should use mathematics writing flexibly, pay attention to the way of writing, and foster good study habits in the light of dialogue and conversation in classroom teaching, so as to lay a good foundation for future study.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2339920
[Abstract]:Function learning is a difficult and important part of senior high school students' learning. In the whole function learning system, there are many similarities in concept understanding, rule summary, extended application and so on. As the beginning of high school students' learning of function, the exponential function plays a fundamental role in the subsequent study of logarithmic function, power function and trigonometric function. The study of law inquiry plays an important role in the learning of function. The new curriculum standard advocates strengthening the expression and communication of mathematics learning. As a teaching assistant means, mathematical writing can effectively interact students' learning with teachers' teaching by enhancing the communication between teachers and students, so as to help teachers guide more comprehensively. More targeted, in the dynamic promotion of students' learning. This paper combines mathematical writing with learning of exponential function to help students lay a good foundation for functional learning in senior high school. First of all, based on constructivism theory, meaningful learning theory, learning transfer theory, information processing theory, this paper summarizes the relevant learning of mathematical writing and exponential function by consulting relevant literature at home and abroad. At the same time, combining with the related requirements and standards of learning exponential function, the feasibility of promoting students' learning of exponential function by mathematical writing is put forward. Secondly, the author studied 572 students and 30 in-service mathematics teachers about mathematics writing and promoting exponential function learning around teachers and students, mathematics knowledge reflection, mathematical problem solving methods, personalized guidance before the beginning of the experiment. On the basis of the analysis of the results of the investigation, the author summarizes three related problems in the teaching process of exponential function: no basis before teaching, no feedback in process, no evaluation after teaching. Combined with the advantages of mathematical writing in the teaching process, it is decided to carry out experiments around mathematical writing to promote the learning of students' exponential function. In this experiment, the author takes the sixth class of senior middle school affiliated to Shandong normal University as the experimental class, the fifth class as the control class, and the fifth class as the control class to promote the students' learning of exponential function, and the author carries on the contrast experiment around the preparatory study of the exponential function, the feedback after class, the summary of knowledge. Through the students' writing and teachers' feedback, this paper explores the promotion of mathematical writing to students' exponential function learning, through the students' writing and teachers' feedback to carry out mathematical writing, teachers' evaluation feedback, teachers' affective communication, six aspects of mathematical writing. At the end of the experiment, the results of the two classes before and after the experiment were compared, and it was found that under the condition that the results of the two classes before the experiment were similar, the results of the exponential function test of the sixth class of Senior one students were obviously higher than those of the fifth class students. In the course of the experiment, the enthusiasm and participation of class 6 students were significantly higher than that of class 5 students. The experimental results show that mathematical writing does play an important role in the learning of exponential function. Finally, based on the experiment of mathematical writing to promote students' exponential function learning, the author puts forward several teaching strategies: (1) understanding students' needs, improving teaching in time, and promoting the optimization of teaching process; (2) finding out students' learning problems from details. (3) understanding students' personality characteristics, promoting students' personality development, (4) strengthening communication between teachers and students, (5) students' knowledge collation, (6) comprehensive evaluation of students combined with learning process. It also points out that teachers should use mathematics writing flexibly, pay attention to the way of writing, and foster good study habits in the light of dialogue and conversation in classroom teaching, so as to lay a good foundation for future study.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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