初中数学体验教学实施策略研究

发布时间：2019-05-14 00:01

【摘要】：数学体验教学,就是通过创设某种情境或组织特定的数学活动,引导学生在亲身经历和充分感知的基础上自主地认识数学学习对象,获得情感、行为和认知体验,促使经验生长的一种教学方式。自《课程标准(实验稿)》颁布以来,关于体验教学的研究呈快速增长趋势,但在学校的日常教学实践中却并不多见,甚至有人认为这是一种新型的教学模式。实际上,数学体验教学是促进学生发展基本活动经验的有效途径,它并不是一种高姿态的课堂教学方式,而是回归到教学的常态。本文从理论和实践两个方面研究初中数学体验教学的发展状况。首先,通过梳理文献对数学体验教学的相关概念进行阐述;其次,利用问卷调查初中教师对“数学体验”的了解程度和对部分观念的认可情况;接着,就初中数学体验教学的实施展开策略研究;最后,通过课堂教学案例分析策略应用的效果。通过调查初中教师对“数学体验”的认识现状,得出以下结论:(1)大多数教师均认可“直觉—抽象—发现—推理—评价”这一“数学体验”的基本结构,但对“数学体验”的含义、组织形式和价值等观点的认识仍存在片面性和滞后性。(2)不同教龄段的教师对“数学体验”的了解程度存在差异,随着教龄的增长,了解程度越深,但无一人表示深入了解并在教学中实践。(3)在校园设施方面,许多学校都设有“数学文化墙”,但专门的数学体验室较少,即使有也只是偶尔投入使用,还有不少学校则没有相关的设施。结合理论研究和实践调查结果,笔者针对数学体验教学的有效实施提出了二重原则和四项策略。一方面,数学体验教学的选材不仅要符合学生的需要,还应立足于数学的本质。另一方面,数学体验教学的实施策略如下:(1)创设真实的数学情境,促进直觉体验;(2)设置启发性的数学问题,促进抽象体验;(3)增设数学实验环节,促进探究体验;(4)当堂检测及时评价,促进反思体验。
[Abstract]:Mathematics experience teaching is to guide students to understand mathematics learning objects independently and obtain emotion, behavior and cognitive experience on the basis of personal experience and full perception by creating certain situations or organizing specific mathematical activities. A teaching method that promotes the growth of experience. Since the promulgation of Curriculum Standard (Experimental draft), the research on experiential teaching has shown a rapid growth trend, but it is rare in the daily teaching practice of schools, and some people even think that this is a new teaching mode. In fact, mathematics experiential teaching is an effective way to promote students to develop basic activity experience. It is not a high-profile classroom teaching method, but returns to the normal state of teaching. This paper studies the development of mathematics experience teaching in junior high school from two aspects of theory and practice. Firstly, the related concepts of mathematics experience teaching are expounded by combing the literature. Secondly, the junior middle school teachers' understanding of "mathematics experience" and the recognition of some concepts are investigated by questionnaire. Then, the implementation of junior high school mathematics experience teaching strategy research; finally, through the classroom teaching case analysis of the effect of strategy application. Through the investigation of the present situation of junior middle school teachers' understanding of "mathematics experience", the following conclusions are drawn: (1) most teachers agree with the basic structure of "intuition-abstraction-discovery-reasoning-evaluation", which is the basic structure of "mathematical experience". However, there are still one-sidedness and lag in the understanding of the meaning, organizational form and value of "mathematical experience". (2) there are differences in the understanding of "mathematical experience" among teachers of different teaching ages, with the increase of teaching age, The deeper the understanding, but none of them have expressed in-depth understanding and practice in teaching. (3) in terms of campus facilities, many schools have "mathematical cultural walls", but there are fewer specialized mathematics experience rooms, even if they are only occasionally put into use. Many other schools do not have the relevant facilities. Combined with the results of theoretical research and practical investigation, the author puts forward two principles and four strategies for the effective implementation of mathematics experience teaching. On the one hand, the selection of mathematics experience teaching should not only meet the needs of students, but also based on the essence of mathematics. On the other hand, the implementation strategies of mathematics experience teaching are as follows: (1) create real mathematical situation and promote intuitive experience; (2) set up enlightening mathematical problems to promote abstract experience; (3) adding mathematical experiment link to promote inquiry experience and (4) timely evaluation in court to promote reflective experience.
【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

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