基于建构主义理论的初中数学情境教学研究
发布时间：2019-05-24 13:58
【摘要】：随着基础教育新课程改革进程的不断深入,情境教学法逐渐成为推进教法改革的有效途径之一。情境教学的有效实施,不仅符合初中阶段学生身心发展特点和认知发展规律的需要,而且在促进知识与技能、过程与方法、情感态度与价值观的“三维教学目标”达成方面成效显著。在初中数学教学过程中运用情境教学,可以通过创设与教学内容相关的情境,把系统性的知识与学生熟悉的事物、场景相结合,有利于培养学生探究意识,发现和解决问题的能力。建构主义理论强调在教学过程中应坚持以学生为中心,营造良好的学习环境,注重学生学习的主动性、情境性和社会互动性,对推进情境教学的发展具有重要的指导意义。论文在阐述建构主义理论和初中数学情境教学之间内在联系的基础上,对在问卷调查和课堂观察等调研过程中发现的初中数学情境教学实施中存在的问题进行分析,结合建构主义理论对初中数学情境教学的实施原则、实施前提、实施环节等方面进行分析和论述,提出优化初中数学情境教学的具体策略,并通过设计课程教案,进行教学实践,检验实施效果。学位论文主要由以下六个部分组成:第一部分为绪论。主要从新课改、初中生身心发展规律、初中数学学科特点以及建构主义理论等几个方面介绍研究背景和意义,并对国内外相关研究进行综述,阐述了研究内容和方法。第二部分为建构主义理论与初中数学情境教学概述。在对建构主义理论和情境教学进行概述的基础上,论述建构主义理论与初中数学情境教学的内在联系;通过分析、比较情境教学的特点和建构主义理论指导下初中数学情境教学的特点,提炼出本文的创新之处,进而探讨基于建构主义理论初中数学情境教学的意义。第三部分为初中数学情境教学实施现状的调查与分析。主要通过问卷调查和课堂观察等方法了解初中数学情境教学的现状,并在此基础上分析初中数学情境教学在实施过程中应注意的问题。第四部分为基于建构主义理论的初中数学情境教学。首先探讨初中数学情境教学在运用过程中应遵循的原则:主体性和引导性相统一原则、直观性和启发性相统一原则、适时性和适度性相统一原则、生活性和科学性相统一原则;其次阐述情境教学的实施前提和情境创设环节;最后在建构主义理论的基础上提出在初中数学课堂创设情境的策略:以生活为基础创设问题情境;以合作为前提创设活动情境;以实践为手段创设多媒体情境;以史实为素材创设故事情境。第五部分为初中数学情境教学设计。在遵循初中数学情境教学原则的前提下,以情境创设策略为基础设计教案,通过在课堂中的应用来检验实施的可行性,而后对教学效果进行总结和反思,找出不足之处。第六部分为论文的结论和展望。
[Abstract]:With the deepening of the new curriculum reform process of basic education, situational teaching method has gradually become one of the effective ways to promote the reform of teaching method. The effective implementation of situational teaching not only meets the needs of the characteristics of physical and mental development and the law of cognitive development of junior middle school students, but also promotes knowledge and skills, processes and methods. The achievement of three-dimensional teaching goal of emotional attitude and values has achieved remarkable results. The application of situational teaching in the process of mathematics teaching in junior middle school can combine systematic knowledge with students' familiar things and scenes by creating situations related to the teaching content, which is beneficial to the cultivation of students' inquiry consciousness. The ability to find and solve problems. Constructivism theory emphasizes that in the teaching process, we should adhere to student-centered, create a good learning environment, pay attention to students' learning initiative, situational and social interaction, which is of great guiding significance to promote the development of situational teaching. On the basis of expounding the internal relationship between constructivism theory and junior middle school mathematics situational teaching, this paper analyzes the problems existing in the implementation of junior middle school mathematics situational teaching in the process of questionnaire survey and classroom observation. Combined with constructivism theory, this paper analyzes and discusses the implementation principle, implementation premise and implementation link of junior middle school mathematics situational teaching, puts forward the concrete strategies of optimizing junior middle school mathematics situational teaching, and designs the curriculum teaching plan. Carry out teaching practice and test the effect of implementation. The dissertation is mainly composed of the following six parts: the first part is the introduction. This paper mainly introduces the research background and significance from the aspects of new curriculum reform, the law of physical and mental development of junior high school students, the characteristics of junior middle school mathematics and the theory of constructivism, and summarizes the relevant research at home and abroad, and expounds the research contents and methods. The second part is an overview of constructivism theory and mathematics situational teaching in junior high school. On the basis of summarizing constructivism theory and situational teaching, this paper discusses the internal relationship between constructivism theory and mathematics situational teaching in junior middle school. By analyzing and comparing the characteristics of situational teaching and the characteristics of junior middle school mathematics situational teaching under the guidance of constructivism theory, this paper abstracts the innovation of this paper, and then probes into the significance of junior middle school mathematics situational teaching based on constructivism theory. The third part is the investigation and analysis of the present situation of mathematics situational teaching in junior high school. This paper mainly understands the present situation of mathematics situational teaching in junior middle school through questionnaire survey and classroom observation, and on this basis, analyzes the problems that should be paid attention to in the implementation of mathematics situational teaching in junior middle school. The fourth part is based on constructivism theory of junior high school mathematics situational teaching. First of all, this paper discusses the principles that should be followed in the application of mathematics situational teaching in junior middle school: the principle of unity of subjectivity and guidance, the principle of unity of intuition and enlightenment, the principle of unity of timeliness and appropriateness, and the principle of unity of activity and science. Secondly, it expounds the implementation premise and situation creation link of situational teaching; finally, on the basis of constructivism theory, it puts forward the strategy of creating situation in junior middle school mathematics classroom: creating problem situation on the basis of life, creating activity situation on the premise of cooperation; Practice is used as a means to create multimedia situations, and historical facts are used as materials to create story situations. The fifth part is the junior middle school mathematics situational teaching design. On the premise of following the principle of mathematics situational teaching in junior middle school, the teaching plan is designed on the basis of emotion creation strategy, and the feasibility of implementation is tested through the application in classroom, and then the teaching effect is summarized and reflected, and the shortcomings are found out. The sixth part is the conclusion and prospect of the paper.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2484919
[Abstract]:With the deepening of the new curriculum reform process of basic education, situational teaching method has gradually become one of the effective ways to promote the reform of teaching method. The effective implementation of situational teaching not only meets the needs of the characteristics of physical and mental development and the law of cognitive development of junior middle school students, but also promotes knowledge and skills, processes and methods. The achievement of three-dimensional teaching goal of emotional attitude and values has achieved remarkable results. The application of situational teaching in the process of mathematics teaching in junior middle school can combine systematic knowledge with students' familiar things and scenes by creating situations related to the teaching content, which is beneficial to the cultivation of students' inquiry consciousness. The ability to find and solve problems. Constructivism theory emphasizes that in the teaching process, we should adhere to student-centered, create a good learning environment, pay attention to students' learning initiative, situational and social interaction, which is of great guiding significance to promote the development of situational teaching. On the basis of expounding the internal relationship between constructivism theory and junior middle school mathematics situational teaching, this paper analyzes the problems existing in the implementation of junior middle school mathematics situational teaching in the process of questionnaire survey and classroom observation. Combined with constructivism theory, this paper analyzes and discusses the implementation principle, implementation premise and implementation link of junior middle school mathematics situational teaching, puts forward the concrete strategies of optimizing junior middle school mathematics situational teaching, and designs the curriculum teaching plan. Carry out teaching practice and test the effect of implementation. The dissertation is mainly composed of the following six parts: the first part is the introduction. This paper mainly introduces the research background and significance from the aspects of new curriculum reform, the law of physical and mental development of junior high school students, the characteristics of junior middle school mathematics and the theory of constructivism, and summarizes the relevant research at home and abroad, and expounds the research contents and methods. The second part is an overview of constructivism theory and mathematics situational teaching in junior high school. On the basis of summarizing constructivism theory and situational teaching, this paper discusses the internal relationship between constructivism theory and mathematics situational teaching in junior middle school. By analyzing and comparing the characteristics of situational teaching and the characteristics of junior middle school mathematics situational teaching under the guidance of constructivism theory, this paper abstracts the innovation of this paper, and then probes into the significance of junior middle school mathematics situational teaching based on constructivism theory. The third part is the investigation and analysis of the present situation of mathematics situational teaching in junior high school. This paper mainly understands the present situation of mathematics situational teaching in junior middle school through questionnaire survey and classroom observation, and on this basis, analyzes the problems that should be paid attention to in the implementation of mathematics situational teaching in junior middle school. The fourth part is based on constructivism theory of junior high school mathematics situational teaching. First of all, this paper discusses the principles that should be followed in the application of mathematics situational teaching in junior middle school: the principle of unity of subjectivity and guidance, the principle of unity of intuition and enlightenment, the principle of unity of timeliness and appropriateness, and the principle of unity of activity and science. Secondly, it expounds the implementation premise and situation creation link of situational teaching; finally, on the basis of constructivism theory, it puts forward the strategy of creating situation in junior middle school mathematics classroom: creating problem situation on the basis of life, creating activity situation on the premise of cooperation; Practice is used as a means to create multimedia situations, and historical facts are used as materials to create story situations. The fifth part is the junior middle school mathematics situational teaching design. On the premise of following the principle of mathematics situational teaching in junior middle school, the teaching plan is designed on the basis of emotion creation strategy, and the feasibility of implementation is tested through the application in classroom, and then the teaching effect is summarized and reflected, and the shortcomings are found out. The sixth part is the conclusion and prospect of the paper.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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