当前初中生空间能力特征研究
发布时间：2019-05-08 07:45
【摘要】：新课改将空间能力的培养作为初中数学新课程的核心内容之一。随着课改的深化,十几年来学生层面的情况不断变化,促使几何课程的教与学都产生了巨大的变化,加上初中阶段正是学生从直觉思维转向逻辑思维的关键阶段,是人空间能力发展的重要时期,因此,笔者认为,对当前初中生空间能力的特征进行研究,找出在不同学段、不同层次、不同性别、不同地域之间学生空间能力的各自特点和水平层次,对于下一步指导初中教师进行几何教学,在教学中培养学生的空间能力都有着重要意义。本文分为五个部分:第一部分主要阐述了问题提出的背景,我国目前初中生空间能力发展水平的要求和缺陷,和本文研究的意义;第二部分主要研究了空间能力的界定、结构要素和水平层次;第三部分通过调查问卷,对不同学段、不同层次、不同性别和不同地域的初中生空间能力的特征进行分析;第四部分根据分析结果提出教学建议和教学策略;第五部分通过教学实践反馈意见和策略是否有效。在本研究中,笔者发现当前关于初中生空间能力的特征和水平层次划分,得到诸多国家的关注,而我国的标准层次呈现尚不够清晰明确,缺乏可操作的指导,在参考其他国家的课程标准后,发现中国的课程标准存在一定的模糊性和概括性,因此本文的研究内容中当前空间能力的界定、结构要素和水平层次运用了国外的相关标准。在相同的结构要素和水平层次下,不同学段、层次、性别、地域的学生表现出来的空间能力的特征有所不同,笔者通过编制能够反映目前我国初中生结构要素和水平层次的问卷和试题,在不同地市不同学区进行抽样调查采集数据,分析数据后尝试去发现这些特征中的共性和差异,比如不同层次学生水平层次差异逐渐拉大,男女生差异主要集中空间概念能力、空间表象能力等方面,城市学生与农村学生在解题的方法的多样性和几何原理的规范性上存在差异等等。通过分析这些差异,笔者从转变观念、需要关注培养的能力、抓好基本功、如何培养空间观念等方面提出了相关教学建议和教学策略,通过与任课教师交流,在教学中注意渗透提出的教学建议和策略,观察学生的课堂反应和课堂活动效果,由任课教师撰写课堂教学案例和实录反馈所提出建议的合理性和策略的有效性。希望通过本文的研究,能对今后初中一线教师培养和发展学生的空间能力起到帮助。
[Abstract]:The new curriculum reform regards the cultivation of spatial ability as one of the core contents of the new mathematics curriculum in junior middle school. With the deepening of the curriculum reform, the situation of students has changed continuously in the past ten years, which has led to great changes in the teaching and learning of geometry curriculum. In addition, the junior high school stage is the key stage for students to change from intuitive thinking to logical thinking. It is an important period for the development of human spatial ability. Therefore, the author thinks that the characteristics of spatial ability of junior middle school students are studied and found out in different stages, different levels and different sexes. The characteristics and level levels of students' spatial ability between different regions are of great significance for guiding junior middle school teachers to carry on geometry teaching and cultivating students' spatial ability in teaching. This paper is divided into five parts: the first part mainly expounds the background of the problem, the requirements and defects of the development level of the space ability of junior high school students in our country, and the significance of this research; The second part mainly studies the definition, structural elements and level of spatial ability, and the third part analyzes the characteristics of spatial capability of junior middle school students in different school segments, different levels, different gender and different regions through the questionnaire, and the third part analyzes the characteristics of spatial ability of junior high school students in different stages, different levels, different gender and different regions through the questionnaire. The fourth part puts forward the teaching suggestion and the teaching strategy according to the analysis result, and the fifth part whether the feedback and strategy is effective through the teaching practice. In this study, the author found that the current characteristics and levels of spatial ability of junior high school students have attracted the attention of many countries. However, the standard level of our country is not clear enough and lack of operational guidance. After referring to the curriculum standards of other countries, it is found that the curriculum standards in China have certain fuzziness and generality. Therefore, the definition, structural elements and level levels of the current spatial capabilities in the research contents of this paper use the relevant standards of foreign countries. At the same structural elements and levels, students in different segments, levels, gender, and regions have different characteristics of their spatial abilities. By compiling questionnaires and questions which can reflect the structural elements and levels of junior high school students in China, the author collects data from sampling surveys in different districts and cities, and tries to find out the commonalities and differences in these characteristics after analyzing the data. For example, the differences in the levels of students at different levels are gradually widening, and the differences between boys and girls mainly focus on the ability of spatial concepts and the ability of spatial representation, and so on. There are differences between urban students and rural students in the diversity of problem solving methods and the standardization of geometric principles and so on. Through the analysis of these differences, the author puts forward some teaching suggestions and teaching strategies from the aspects of changing ideas, paying attention to the cultivation of ability, grasping the basic skills, how to cultivate the concept of space, and so on. Pay attention to infiltrate the teaching suggestions and strategies put forward in the teaching, observe the students' classroom reaction and the effect of classroom activities, and the rationality and effectiveness of the strategies put forward by the teacher writing the classroom teaching case and recording feedback. It is hoped that this study can help the junior middle school teachers to cultivate and develop the students' spatial ability in the future.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6
，
本文编号：2471728
[Abstract]:The new curriculum reform regards the cultivation of spatial ability as one of the core contents of the new mathematics curriculum in junior middle school. With the deepening of the curriculum reform, the situation of students has changed continuously in the past ten years, which has led to great changes in the teaching and learning of geometry curriculum. In addition, the junior high school stage is the key stage for students to change from intuitive thinking to logical thinking. It is an important period for the development of human spatial ability. Therefore, the author thinks that the characteristics of spatial ability of junior middle school students are studied and found out in different stages, different levels and different sexes. The characteristics and level levels of students' spatial ability between different regions are of great significance for guiding junior middle school teachers to carry on geometry teaching and cultivating students' spatial ability in teaching. This paper is divided into five parts: the first part mainly expounds the background of the problem, the requirements and defects of the development level of the space ability of junior high school students in our country, and the significance of this research; The second part mainly studies the definition, structural elements and level of spatial ability, and the third part analyzes the characteristics of spatial capability of junior middle school students in different school segments, different levels, different gender and different regions through the questionnaire, and the third part analyzes the characteristics of spatial ability of junior high school students in different stages, different levels, different gender and different regions through the questionnaire. The fourth part puts forward the teaching suggestion and the teaching strategy according to the analysis result, and the fifth part whether the feedback and strategy is effective through the teaching practice. In this study, the author found that the current characteristics and levels of spatial ability of junior high school students have attracted the attention of many countries. However, the standard level of our country is not clear enough and lack of operational guidance. After referring to the curriculum standards of other countries, it is found that the curriculum standards in China have certain fuzziness and generality. Therefore, the definition, structural elements and level levels of the current spatial capabilities in the research contents of this paper use the relevant standards of foreign countries. At the same structural elements and levels, students in different segments, levels, gender, and regions have different characteristics of their spatial abilities. By compiling questionnaires and questions which can reflect the structural elements and levels of junior high school students in China, the author collects data from sampling surveys in different districts and cities, and tries to find out the commonalities and differences in these characteristics after analyzing the data. For example, the differences in the levels of students at different levels are gradually widening, and the differences between boys and girls mainly focus on the ability of spatial concepts and the ability of spatial representation, and so on. There are differences between urban students and rural students in the diversity of problem solving methods and the standardization of geometric principles and so on. Through the analysis of these differences, the author puts forward some teaching suggestions and teaching strategies from the aspects of changing ideas, paying attention to the cultivation of ability, grasping the basic skills, how to cultivate the concept of space, and so on. Pay attention to infiltrate the teaching suggestions and strategies put forward in the teaching, observe the students' classroom reaction and the effect of classroom activities, and the rationality and effectiveness of the strategies put forward by the teacher writing the classroom teaching case and recording feedback. It is hoped that this study can help the junior middle school teachers to cultivate and develop the students' spatial ability in the future.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6
，
本文编号：2471728
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