基于范希尔理论的湘教版初中几何教材分析与使用研究
发布时间：2018-12-17 04:11
【摘要】：几何课程改革是数学课程改革中重要的一部分,也是历来数学课程改革的焦点。在有关学生几何概念的发展与学习的研究中,范希尔理论是最有影响力的理论之一。该理论的核心内容有两个:一是几何思维水平的五个层次,二是与之相对应的五个教学阶段。该理论指出教学的组织和方法以及教材的选择和使用都会影响学生的几何思维水平发展。所以本研究从该理论出发,结合新课程标准,主要讨论以下三个问题:一、参考新课程标准,对湘教版几何教材和新课标就教材内容进行分析;二、结合范希尔几何思维水平理论以及其他学者编制的类目分析表,制定了一份几何教材类目分析表,对七、八、九年级的湘教版几何教材的教材内容进行分析;三、在上述研究的基础上,结合自己的教学实践,就如何恰当使用几何教材能更好地促进学生几何思维的发展提出自己的思考;通过内容分析和对比研究的研究方法,发现以下几个结论:一、在对湘教版初中几何教材和新课标进行吻合度分析时,在学习内容方面,两者所包含的知识模块和要求掌握的知识点都基本相同;在学习目标方面,数据分析显示,两者的要求基本相同,换句话说,湘教版几何教材基本符合新课标的要求。二、基于范希尔理论对湘教版几何教材进行分析时,数据分析显示:首先,七、八、九年级的教材对学生思维的培训水平要求不同,七年级侧重分析和非形式化演绎的培训,占总体比重的80%左右;八年级则侧重对分析、非形式化演绎以及形式化演绎的培训,并且每个思维所占比重基本相同,各占30%;相反,由于教学目标的要求,九年级侧重了对分析的培训,所占比重达59%,而对演绎思维的培训则相对较少;三、结合上述研究结果,笔者认为,在教材使用过程中,应该以培养学生的思维发展为主进行教学,具体过程包括:首先,立足课本,以核心概念和思想为主设计教学;其次,研读课本,以培养学生几何思维展开教学;最后,总结课本,以学生思维的发展为主评价教学。
[Abstract]:Geometry curriculum reform is an important part of mathematics curriculum reform, and has always been the focus of mathematics curriculum reform. Van hill theory is one of the most influential theories in the development and study of students' geometric concepts. There are two core contents of the theory: one is the five levels of geometric thinking level, the other is the corresponding five teaching stages. The theory points out that the organization and method of teaching as well as the choice and use of teaching materials will affect the development of students' level of geometric thinking. So this research starts from the theory, combines the new curriculum standard, mainly discusses the following three questions: first, referring to the new curriculum standard, the article analyzes the content of the teaching material of the Hunan edition geometry textbook and the new curriculum standard; Secondly, based on van hill's theory of geometric thinking level and the category analysis table compiled by other scholars, a category analysis table of geometric textbooks is made to analyze the contents of the teaching materials of the seventh, eighth and ninth grades of Hunan textbooks. Third, on the basis of the above research, combined with their own teaching practice, how to properly use the geometry teaching materials can better promote the development of students' geometric thinking. Through the research methods of content analysis and comparative study, the following conclusions are found: first, when analyzing the degree of coincidence between the geometry textbooks and the new curriculum standard of Hunan Education Edition, the contents of the study are analyzed. Both of them contain the same knowledge modules and the same knowledge points as required; In terms of learning objectives, the data analysis shows that the requirements of the two are basically the same, in other words, the geometry textbooks of the Xiang teaching edition basically meet the requirements of the new curriculum standard. Secondly, when analyzing the geometry teaching materials of Hunan Education Edition based on Van Hill's theory, the data analysis shows that: first, the training level of the seventh, eighth and ninth grades for students' thinking is different, and the seventh grade focuses on analysis and informal deductive training. Accounting for about 80% of the total; The eighth grade focuses on the training of analysis, non-formal deduction and formal deduction, and the proportion of each thought is basically the same, which accounts for 30000. On the contrary, due to the requirements of teaching objectives, Grade 9 focuses on the training of analysis, which accounts for 59%, while the training of deductive thinking is relatively less; Thirdly, combined with the above research results, the author thinks that in the course of using the textbook, we should train students' thinking development as the main teaching process, the concrete process includes: first, based on the textbook, design the teaching with the core concept and thought as the main; Secondly, we should study the textbooks to cultivate students' geometric thinking, and finally, summarize the textbooks and evaluate the teaching mainly by the development of students' thinking.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2383633
[Abstract]:Geometry curriculum reform is an important part of mathematics curriculum reform, and has always been the focus of mathematics curriculum reform. Van hill theory is one of the most influential theories in the development and study of students' geometric concepts. There are two core contents of the theory: one is the five levels of geometric thinking level, the other is the corresponding five teaching stages. The theory points out that the organization and method of teaching as well as the choice and use of teaching materials will affect the development of students' level of geometric thinking. So this research starts from the theory, combines the new curriculum standard, mainly discusses the following three questions: first, referring to the new curriculum standard, the article analyzes the content of the teaching material of the Hunan edition geometry textbook and the new curriculum standard; Secondly, based on van hill's theory of geometric thinking level and the category analysis table compiled by other scholars, a category analysis table of geometric textbooks is made to analyze the contents of the teaching materials of the seventh, eighth and ninth grades of Hunan textbooks. Third, on the basis of the above research, combined with their own teaching practice, how to properly use the geometry teaching materials can better promote the development of students' geometric thinking. Through the research methods of content analysis and comparative study, the following conclusions are found: first, when analyzing the degree of coincidence between the geometry textbooks and the new curriculum standard of Hunan Education Edition, the contents of the study are analyzed. Both of them contain the same knowledge modules and the same knowledge points as required; In terms of learning objectives, the data analysis shows that the requirements of the two are basically the same, in other words, the geometry textbooks of the Xiang teaching edition basically meet the requirements of the new curriculum standard. Secondly, when analyzing the geometry teaching materials of Hunan Education Edition based on Van Hill's theory, the data analysis shows that: first, the training level of the seventh, eighth and ninth grades for students' thinking is different, and the seventh grade focuses on analysis and informal deductive training. Accounting for about 80% of the total; The eighth grade focuses on the training of analysis, non-formal deduction and formal deduction, and the proportion of each thought is basically the same, which accounts for 30000. On the contrary, due to the requirements of teaching objectives, Grade 9 focuses on the training of analysis, which accounts for 59%, while the training of deductive thinking is relatively less; Thirdly, combined with the above research results, the author thinks that in the course of using the textbook, we should train students' thinking development as the main teaching process, the concrete process includes: first, based on the textbook, design the teaching with the core concept and thought as the main; Secondly, we should study the textbooks to cultivate students' geometric thinking, and finally, summarize the textbooks and evaluate the teaching mainly by the development of students' thinking.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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