高中生数学说题活动的研究

发布时间：2019-06-11 19:39

【摘要】：高中生数学说题活动作为一种富有新意的教学方式,通过让学生表达自己动态思考的过程,展现学生“活”的思维,对培养高中生的逻辑思维能力及批判、反思意识具有重要现实意义。同时高中生数学说题是通过学生说代替教师说,改变了传统教学模式中师生间的交互方式,实现了对传统教学模式的革新。首先,本文对高中生数学说题活动进行了大量的理论研究。通过广泛查阅文献,介绍了高中生数学说题活动的研究背景;探讨了高中生数学说题活动的含义、研究现状和教育功能;总结了高中生数学说题活动的具体操作,包括说题的内容和说题的形式两个方面:高中生数学说题内容包括说题源题意、说解题策略与思路方法、说规范解题步骤、说反思回顾;高中生数学说题的形式包括教师引导互说、小组合作讨论说、主讲辩论说三种形式。同时,以建构主义、语言与思维相互促进的辩证关系理论、波利亚解题思想理论为支撑,为后续的研究奠定了坚实的理论基础。接着,本文对高中生数学说题活动展开了全面的调查与访谈研究。一方面,对明湖中学普通班276位学生进行调查,了解了高中生数学学习现状和解题现状,为开展数学说题活动获得了第一手的真实材料和学情。另一方面,通过对山师附中以及明湖中学的7位教师进行访谈,了解了高中阶段开展数学说题活动的情况;探讨了高中生数学说题活动的具体实施策略,包括选题策略、促进全员参与以及数学说题评价策略,为后续活动的开展提供了有力的借鉴。根据调查与访谈结果,总结出高中生数学说题活动的实施策略。本文在文献研究与调查、访谈分析的基础上,对高中生数学说题活动开展了细致的实践研究工作。本文主要以明湖中学高一19班为研究对象,以必修一函数和必修二立体几何为主要说题内容,通过以上具体操作方法及实践策略,以高一19班前、中、后三次数学成绩与调查问卷为研究素材,借助Excel、SPSS统计软件进行K-S检验、独立样本T检验、配对样本T检验,对高中生数学说题活动展开了全方面的深入研究。最后,本文综合理论分析与调查实践研究,得出如下结论:一方面,相较于传统数学教学,开展高中生数学说题活动更能提高学生数学学习的积极性、解题能力及语言交流表达能力,优化学生的思维品质,有助于培养学生总结反思习惯,同时利于构建和谐融洽的师生关系。另一方面,针对高中生数学说题活动开展过程中存在的问题,笔者提出了以下教学对策:加强教师对活动调控,确保说题活动顺利进行;注重“思、说、做”三位一体,确保说题活动有效进行;处理好学习任务与时间的关系,确保说题活动高效进行。
[Abstract]:As a kind of new teaching method, high school students' mathematics problem telling activity is of great practical significance to cultivate high school students' logical thinking ability and criticism and reflection consciousness by letting students express their own dynamic thinking process and show students'"living" thinking, which is of great practical significance to the cultivation of senior high school students' logical thinking ability and criticism. At the same time, the mathematics problem of senior high school students replaces the teacher theory through student theory, which changes the interaction mode between teachers and students in the traditional teaching mode, and realizes the innovation of the traditional teaching mode. First of all, this paper makes a lot of theoretical research on senior high school students' mathematics lecture activities. Through extensive reference to the literature, this paper introduces the research background of senior high school students' mathematical problem-telling activities, probes into the meaning, research status and educational function of senior high school students' mathematical problem-telling activities, and summarizes the specific operations of senior high school students' mathematical problem-telling activities, including the content of the problem and the form of the problem-telling: the content of the senior high school students' mathematical problem-telling includes the meaning of the question source, the strategy and thinking method of problem-solving, the steps of standardizing the problem-solving, and the reflection and review. The forms of senior high school students' math theory include teacher-led interaction, group cooperative discussion and lecture debate. At the same time, based on the dialectical relationship theory of constructivism, language and thinking, and Polya's theory of problem-solving, it lays a solid theoretical foundation for the follow-up research. Then, this paper carries out a comprehensive investigation and interview research on senior high school students' mathematics storytelling activities. On the one hand, 276 students in general class of Minghu Middle School are investigated, and the present situation of mathematics learning and problem solving of senior high school students is understood, and the real materials and learning conditions are obtained for the development of mathematics problem telling activities. On the other hand, through interviews with seven teachers in Shanshi attached Middle School and Minghu Middle School, this paper understands the situation of carrying out mathematical storytelling activities in senior high school, and probes into the concrete implementation strategies of senior high school students' mathematical storytelling activities, including the strategy of topic selection, the promotion of the participation of the whole staff and the evaluation strategy of mathematical storytelling, which provides a powerful reference for the development of follow-up activities. According to the results of investigation and interview, this paper summarizes the implementation strategies of senior high school students' mathematics problem activities. On the basis of literature research, investigation and interview analysis, this paper has carried out a detailed practical research work on senior high school students' mathematics problem telling activities. This paper mainly takes Class 19 of Senior one in Minghu Middle School as the research object, takes the required one function and the required two dimensional geometry as the main contents, through the above concrete operation methods and practical strategies, takes the former, middle and last three mathematical scores and questionnaires as the research material, carries on the K 鈮，

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