基于初中生一次函数认知水平的教与学研究

发布时间：2018-12-13 22:03

【摘要】：函数作为贯穿整个初中课程的基本主线之一,虽然较为抽象复杂但也能锻炼学生从具体思维逐步过渡到抽象思维水平的能力。一次函数是初中学生学习函数概念后最先接触的一类具体的函数类型,对后续其他函数的学习以及具体函数模型的建立与识别奠定了基础性的作用,同时也能促进其思维水平能力的提升。本研究试图主要通过实证调查对初中生一次函数认知水平情况和特点进行研究。本研究首先通过常用的文献法对国内外函数认知、教学以及一次函数的相关研究进行梳理,并借用SOLO分类法理论作为初中生一次函数认知水平研究的理论框架。其次,本研究在广安市广安中学初中部进行了实证调查,主要包括学生一次函数认知测试问卷、个别访谈和教师一次函数教学调查问卷。其中,对初中生一次函数认知水平的问卷测试调查主要围绕三个维度设计,第一个维度主要根据学生选择的答案、阐述的理由和相应的访谈来调查初中生对一次函数概念的认知现状;第二个维度主要通过学生选择的答案和对应的访谈来了解他们对一次函数图象及性质的认知情况;第三个维度主要依据学生呈现出的解答过程来分析其对一次函数综合应用能力的认知现状。另外,本研究采用SOLO分类法对三个认知维度都进行了相应水平的分类,并结合spss17.0软件对数据进行整理、统计,还分析了不同年级、不同性别初中生的一次函数认知发展特点以及三个维度之间的关系。最后,本研究根据“教与学”的原则、实证调查的分析结果分别对教师的“教”和学生的“学”提出一些拙见。
[Abstract]:Function, as one of the main lines running through the whole junior middle school curriculum, can also exercise the students' ability to transition from concrete thinking to abstract thinking level, although it is more abstract and complex. The primary function is a kind of concrete function type which is first contacted by the junior middle school students after the concept of learning function, which has laid a foundation for the subsequent learning of other functions and the establishment and identification of specific function models. At the same time, it can also promote the improvement of their thinking ability. This study attempts to study the cognitive level and characteristics of primary function of junior high school students through empirical investigation. This study firstly combs the related research of function cognition, teaching and primary function at home and abroad through the commonly used literature method, and uses the SOLO classification theory as the theoretical framework of the primary function cognitive level research of junior high school students. Secondly, this study carried out an empirical investigation in the middle school department of Guang'an City, including students' once function cognitive test questionnaire, individual interview and teacher's once function teaching questionnaire. Among them, the questionnaire survey of primary function cognition level of junior high school students is mainly designed around three dimensions, the first dimension is mainly based on the answers chosen by the students. Explain the reason and the corresponding interview to investigate the junior high school students' cognitive status of the concept of primary function; The second dimension mainly through the students' choice of answers and corresponding interviews to understand their understanding of the image of the first function and the nature of the situation; The third dimension is mainly based on the solution process presented by the students to analyze the cognitive status of their ability to apply the primary function synthetically. In addition, this study uses SOLO classification to classify the three cognitive dimensions at the corresponding level, and combines the spss17.0 software to collate the data, statistics, and analysis of different grades. The characteristics of primary function cognitive development of junior high school students of different genders and the relationship between the three dimensions. Finally, according to the principle of "teaching and learning", the results of empirical investigation put forward some views on teachers'"teaching" and students'"learning" respectively.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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