内地新疆高中班预科数学问题组导学的研究
发布时间：2019-06-19 21:10
【摘要】：党和国家一直非常重视少数民族的教育,内地新疆高中班(简称内高班)的开办使得新疆少数民族学生在内地能接受到更好的高中教育。内高班学制四年,含预科一年。山东青岛L中学自2005年承办内地新疆高中班的教学任务以来,培养了一大批德才兼备的少数民族人才,在新疆基础教育和民族团结上起到了重要作用。近年来,随着招生规模的不断扩大和办班学校的不断增加,内高班的数学教学面临着新的问题和压力。由于内地新疆高中班学生数学学习的分化通常集中在预科阶段,进入高中后产生的新的学困生也多源于这一阶段,所以在预科阶段,非常有必要针对内高班预科学生的特点,研究有利于学生数学学习的课堂教学模式,尽最大努力提高内高班学生现有的数学学习水平。本文探讨的是在当前基于核心素养培养的世界趋势和国家基础教育改革进行中,适合内地新疆高中班预科学生特点的数学问题组导学的数学教学研究,通过数学问题组来进行导学,启发学生有序思考,连续思考,有深度的思考,让学生在掌握所学知识技能的同时,感悟知识的本质,积累思维和实践的经验,形成和发展学生的数学核心素养。本文以山东青岛L中学内地新疆高中预科班学生(2015和2016级学生)作为研究对象,采用文献研究法、行动研究法、问卷调查、教师访谈等研究方法。通过访谈和调查了解了内高班预科学生在数学学习中的学习习惯、思维特点、问题意识以及学习困难等方面的现状,分析总结了内高班预科学生在数学学习中存在的主要问题。为了解决这些问题,提出了在内高班预科的数学课堂教学中采用问题组导学的教学方法。依据调查和访谈得出的结论,结合具体的课堂教学实践,提出了针对内高班学生进行的数学问题组导学的设计原则与教学策略,并结合预科班学生的认知特点,进行了问题组导学在内高班预科最初阶段---初高中衔接复习中的应用研究。其中在问题组的设计原则上提出了要注重问题组设置的有效性、连续性、层次性、开放性、趣味性等。在问题组导学的教学策略上常采用的方法有:以学定教,重视问题组设置前的学情调查研究;精心设计,重视问题组的科学有效性;学生主体,重视学生在学习活动中的主体地位;不断反思,重视课后反思和学习交流。在此基础上,笔者结合教学实践,探索了问题组导学对内高班预科学生在概念、公式、例题和试卷讲评中的广泛应用,并在应用过程中依据预科学生的特点,做出了进行数学问题组导学的设计说明,从中体现出数学问题组导学在预科班数学教学中发挥的有效作用。本研究有利于深化问题组导学对发展内高班预科学生数学核心素养的探讨,对内高班数学教学的理论研究起到积极推动的作用;本研究同时为广大内高班学校的数学教学研究提供借鉴与参考。
[Abstract]:The party and the state have always attached great importance to the education of ethnic minorities. The opening of Xinjiang senior high school classes in the mainland has enabled Xinjiang minority students to receive better high school education in the mainland. The internal high school system is four years, including one year of preparatory studies. Shandong Qingdao L Middle School has trained a large number of ethnic minority talents with both virtue and talent since undertaking the teaching task of Xinjiang high school class in 2005, which has played an important role in basic education and national unity in Xinjiang. In recent years, with the continuous expansion of enrollment scale and the continuous increase of class schools, mathematics teaching in internal and high classes is facing new problems and pressures. Because the differentiation of mathematics learning of senior high school students in Xinjiang in mainland China is usually concentrated in the preparatory stage, and most of the new students with learning difficulties come from this stage after entering high school, it is very necessary to study the classroom teaching mode which is beneficial to students' mathematics learning according to the characteristics of the preparatory students in the preparatory class, and to make the best efforts to improve the existing mathematics learning level of the students in the high school. This paper discusses the mathematics teaching research of mathematics problem group which is suitable for the characteristics of senior high school preparatory students in Xinjiang, which is suitable for the characteristics of high school preparatory students in Xinjiang, which is based on the world trend of core literacy training and the reform of national basic education. The mathematics problem group is used to guide students, inspire students to think orderly, think continuously and think deeply, so that students can understand the essence of knowledge while mastering the knowledge and skills they have learned. Accumulate the experience of thinking and practice, form and develop the core literacy of mathematics. This paper takes the students of Xinjiang senior high school preparatory class (grade 2015 and 2016) in Shandong Qingdao L Middle School as the research object, and adopts the methods of literature research, action research, questionnaire survey, teacher interview and so on. Through interview and investigation, this paper understands the learning habits, thinking characteristics, problem consciousness and learning difficulties of the preparatory students in the internal high school class, and analyzes and summarizes the main problems existing in the mathematics learning of the preparatory students in the internal high school class. In order to solve these problems, this paper puts forward the teaching method of problem group guidance in mathematics classroom teaching of preparatory subjects in inner high class. According to the conclusion of investigation and interview, combined with the concrete classroom teaching practice, this paper puts forward the design principles and teaching strategies of mathematical problem group guidance for the students in the internal high school, and combined with the cognitive characteristics of the students in the preparatory class, carries on the application research in the initial stage of the preparatory course of the high school, the junior high school and the senior high school. In the design principle of problem group, it is put forward that attention should be paid to the effectiveness, continuity, hierarchy, openness and interest of problem group setting. The teaching strategies of problem group guidance are as follows: to determine teaching by learning, to pay attention to the investigation and research of learning situation before the establishment of problem group; to carefully design and attach importance to the scientific effectiveness of problem group; to attach importance to the subject position of students in learning activities; to constantly reflect and attach importance to after-class reflection and learning communication. On this basis, combined with teaching practice, the author explores the wide application of problem group guidance in the concept, formula, example and test paper evaluation of preparatory students in high school, and according to the characteristics of preparatory students, the author makes a design explanation of mathematical problem group guidance, which reflects the effective role of mathematical problem group guidance in mathematics teaching in preparatory class. This study is helpful to deepen the problem group guidance to develop the mathematics core literacy of the preparatory students in the internal high class, and plays an active role in promoting the theoretical research of mathematics teaching in the internal high class. At the same time, this study provides a reference and reference for the mathematics teaching research in the internal high class schools.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2502650
[Abstract]:The party and the state have always attached great importance to the education of ethnic minorities. The opening of Xinjiang senior high school classes in the mainland has enabled Xinjiang minority students to receive better high school education in the mainland. The internal high school system is four years, including one year of preparatory studies. Shandong Qingdao L Middle School has trained a large number of ethnic minority talents with both virtue and talent since undertaking the teaching task of Xinjiang high school class in 2005, which has played an important role in basic education and national unity in Xinjiang. In recent years, with the continuous expansion of enrollment scale and the continuous increase of class schools, mathematics teaching in internal and high classes is facing new problems and pressures. Because the differentiation of mathematics learning of senior high school students in Xinjiang in mainland China is usually concentrated in the preparatory stage, and most of the new students with learning difficulties come from this stage after entering high school, it is very necessary to study the classroom teaching mode which is beneficial to students' mathematics learning according to the characteristics of the preparatory students in the preparatory class, and to make the best efforts to improve the existing mathematics learning level of the students in the high school. This paper discusses the mathematics teaching research of mathematics problem group which is suitable for the characteristics of senior high school preparatory students in Xinjiang, which is suitable for the characteristics of high school preparatory students in Xinjiang, which is based on the world trend of core literacy training and the reform of national basic education. The mathematics problem group is used to guide students, inspire students to think orderly, think continuously and think deeply, so that students can understand the essence of knowledge while mastering the knowledge and skills they have learned. Accumulate the experience of thinking and practice, form and develop the core literacy of mathematics. This paper takes the students of Xinjiang senior high school preparatory class (grade 2015 and 2016) in Shandong Qingdao L Middle School as the research object, and adopts the methods of literature research, action research, questionnaire survey, teacher interview and so on. Through interview and investigation, this paper understands the learning habits, thinking characteristics, problem consciousness and learning difficulties of the preparatory students in the internal high school class, and analyzes and summarizes the main problems existing in the mathematics learning of the preparatory students in the internal high school class. In order to solve these problems, this paper puts forward the teaching method of problem group guidance in mathematics classroom teaching of preparatory subjects in inner high class. According to the conclusion of investigation and interview, combined with the concrete classroom teaching practice, this paper puts forward the design principles and teaching strategies of mathematical problem group guidance for the students in the internal high school, and combined with the cognitive characteristics of the students in the preparatory class, carries on the application research in the initial stage of the preparatory course of the high school, the junior high school and the senior high school. In the design principle of problem group, it is put forward that attention should be paid to the effectiveness, continuity, hierarchy, openness and interest of problem group setting. The teaching strategies of problem group guidance are as follows: to determine teaching by learning, to pay attention to the investigation and research of learning situation before the establishment of problem group; to carefully design and attach importance to the scientific effectiveness of problem group; to attach importance to the subject position of students in learning activities; to constantly reflect and attach importance to after-class reflection and learning communication. On this basis, combined with teaching practice, the author explores the wide application of problem group guidance in the concept, formula, example and test paper evaluation of preparatory students in high school, and according to the characteristics of preparatory students, the author makes a design explanation of mathematical problem group guidance, which reflects the effective role of mathematical problem group guidance in mathematics teaching in preparatory class. This study is helpful to deepen the problem group guidance to develop the mathematics core literacy of the preparatory students in the internal high class, and plays an active role in promoting the theoretical research of mathematics teaching in the internal high class. At the same time, this study provides a reference and reference for the mathematics teaching research in the internal high class schools.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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