高中生数学解题反思能力的培养研究
发布时间：2019-04-26 11:58
【摘要】：作为解题的一个重要的环节,解题反思不仅能促进学生对知识的理解,而且能提高学生的思维能力和知识网络的构建能力。但在实际的教学过程中,由于教师教学任务繁重,学生课业负担较多,学生很少有时间在教师的指导下去进行解题反思。因此在高中教学中,解题反思成为学生学习的一个极其薄弱的环节。本文主要围绕解题反思研究现状、解题反思理论基础、本校解题反思现状、解题反思内容与策略及解题反思指导实践等方面进行研究。首先本研究进行大量的资料查询,对解题反思的概况进行分析。其次,本研究选取研究者所在学校的高二年级全体学生为对象进行问卷调查,并根据所收集的有效数据,对高中时解题反思现状进行数据分析。第三、本研究以建构主义、元认知为理论基础,明确解题反思包含对题目信息获取及运用的反思还包括对解题反思的过程中的思维变化的反思。第四、本研究提出学生解题反思策略:例题精选策略、归纳整理策略、变式延伸策略。还提出相应的解题反思指导策略:树立正确的反思观策略、重视解题教学的针对性策略,课堂例题呈现的多样性策略、课堂内外的交流策略等。第五、选取实验班与对照班进行教学实践探索与研究,并对后测成绩进行分析。实践证明解题反思指导策略及解题反思学习策略对提高班级的平均分有很大的促进作用;通过对实验班的学生进行问卷调查及学生的解题反思本状况进行分析得出以下结论:通过解题反思指导及解题反思学习,大部分同学的题习惯、数学学习兴趣及学生的表达能力都有很大的提高。从而验证了解题反思性指导策略及解题反思学习策略的有效性。
[Abstract]:As an important part of solving problems, problem-solving reflection can not only promote students' understanding of knowledge, but also improve their ability of thinking and constructing knowledge network. However, in the actual teaching process, due to the heavy teaching tasks of the teachers and the heavy burden of the students' work, the students have little time to reflect on the problems under the guidance of the teachers. Therefore, in high school teaching, problem-solving reflection has become a very weak link for students to learn. This paper mainly focuses on the present situation of the problem-solving reflection, the theoretical basis of the problem-solving reflection, the present situation of the problem-solving reflection in our school, the content and strategy of the problem-solving reflection, and the guiding practice of the problem-solving introspection and so on. First of all, this research carries on a large number of data query, to solve the question introspection general situation to carry on the analysis. Secondly, this research selects all the high school students in the research school as the object to carry on the questionnaire investigation, and according to the valid data collected, carries on the data analysis to the high school problem-solving reflection present situation. Thirdly, based on the theory of constructivism and metacognition, it is clear that the problem-solving reflection includes the reflection on the acquisition and application of the problem information, and also the reflection on the change of thinking in the process of the problem-solving reflection. Fourthly, this study puts forward students' reflection strategies: example selection strategy, induction strategy and variant extension strategy. It also puts forward the corresponding guiding strategies for problem-solving reflection: setting up correct reflection strategies, paying attention to the targeted strategies of problem-solving teaching, diversity strategies presented by class examples, communication strategies inside and outside the classroom, and so on. Fifthly, select the experimental class and the control class to explore and study the teaching practice, and analyze the results of the post-test. Practice has proved that the guiding strategy of problem-solving reflection and the learning strategy of problem-solving introspection have a great promoting effect on improving the average score of class. Through the questionnaire survey of the students in the experimental class and the analysis of the situation of the students' problem-solving reflection, the following conclusions are drawn: through the guidance of the problem-solving reflection and the problem-solving introspection learning, most of the students' problem-solving habits, Students' interest in mathematics learning and their ability to express themselves have been greatly improved. So as to verify the effectiveness of problem-solving reflective guidance strategy and problem-solving reflective learning strategy.
【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：2466046
[Abstract]:As an important part of solving problems, problem-solving reflection can not only promote students' understanding of knowledge, but also improve their ability of thinking and constructing knowledge network. However, in the actual teaching process, due to the heavy teaching tasks of the teachers and the heavy burden of the students' work, the students have little time to reflect on the problems under the guidance of the teachers. Therefore, in high school teaching, problem-solving reflection has become a very weak link for students to learn. This paper mainly focuses on the present situation of the problem-solving reflection, the theoretical basis of the problem-solving reflection, the present situation of the problem-solving reflection in our school, the content and strategy of the problem-solving reflection, and the guiding practice of the problem-solving introspection and so on. First of all, this research carries on a large number of data query, to solve the question introspection general situation to carry on the analysis. Secondly, this research selects all the high school students in the research school as the object to carry on the questionnaire investigation, and according to the valid data collected, carries on the data analysis to the high school problem-solving reflection present situation. Thirdly, based on the theory of constructivism and metacognition, it is clear that the problem-solving reflection includes the reflection on the acquisition and application of the problem information, and also the reflection on the change of thinking in the process of the problem-solving reflection. Fourthly, this study puts forward students' reflection strategies: example selection strategy, induction strategy and variant extension strategy. It also puts forward the corresponding guiding strategies for problem-solving reflection: setting up correct reflection strategies, paying attention to the targeted strategies of problem-solving teaching, diversity strategies presented by class examples, communication strategies inside and outside the classroom, and so on. Fifthly, select the experimental class and the control class to explore and study the teaching practice, and analyze the results of the post-test. Practice has proved that the guiding strategy of problem-solving reflection and the learning strategy of problem-solving introspection have a great promoting effect on improving the average score of class. Through the questionnaire survey of the students in the experimental class and the analysis of the situation of the students' problem-solving reflection, the following conclusions are drawn: through the guidance of the problem-solving reflection and the problem-solving introspection learning, most of the students' problem-solving habits, Students' interest in mathematics learning and their ability to express themselves have been greatly improved. So as to verify the effectiveness of problem-solving reflective guidance strategy and problem-solving reflective learning strategy.
【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
【引证文献】
相关硕士学位论文 前1条
1 曹瑜;中学生数学解题心理性错误的成因与对策研究[D];鞍山师范学院;2018年
，本文编号：2466046
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