本文選題：初中數(shù)學(xué) + 綜合實(shí)踐活動(dòng)　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：新課程標(biāo)準(zhǔn)的頒布,對(duì)我國(guó)的基礎(chǔ)教育提出了更高的要求。數(shù)學(xué)探究式教學(xué)近幾年來(lái)在一線教師中已經(jīng)開(kāi)展了一些具體的研究。但在初中數(shù)學(xué)綜合實(shí)踐活動(dòng)中,如何開(kāi)展探究式教學(xué)仍是一個(gè)值得探討的問(wèn)題。筆者在校本課程數(shù)學(xué)綜合實(shí)踐活動(dòng)中應(yīng)用探究式教學(xué)法進(jìn)行教學(xué),取得了一些經(jīng)驗(yàn),并做了較為細(xì)致的思考和總結(jié),期待與數(shù)學(xué)教育界廣大同仁商榷。本文旨在研究課堂教學(xué)下綜合實(shí)踐活動(dòng)中的探究教學(xué)。研究中首先對(duì)探究教學(xué)和綜合實(shí)踐活動(dòng)的現(xiàn)狀進(jìn)行了梳理,并采用問(wèn)卷調(diào)查和訪談的方法調(diào)查了數(shù)學(xué)綜合實(shí)踐活動(dòng)的具體實(shí)施情況。在對(duì)相關(guān)資料進(jìn)行分析和整理的基礎(chǔ)上,對(duì)數(shù)學(xué)綜合實(shí)踐活動(dòng)的探究式教學(xué)進(jìn)行了理論構(gòu)建,闡述了利用探究式教學(xué)開(kāi)展數(shù)學(xué)綜合實(shí)踐活動(dòng)的可行性和必要性,.以及具體實(shí)施的程式及相關(guān)步驟。此后,進(jìn)行了實(shí)證研究,從一線教師現(xiàn)有的數(shù)學(xué)綜合實(shí)踐活動(dòng)的素材中挑選出部分綜合實(shí)踐活動(dòng),分類研究。具體來(lái)說(shuō),分三種探究層次：操作體驗(yàn)與做中思考為特征的探究、情境認(rèn)知的探究、開(kāi)放性問(wèn)題的探究,對(duì)三種情況分別結(jié)合案例進(jìn)行了分析。得出了以下幾個(gè)主要結(jié)論：(1)調(diào)查結(jié)果表明,教師和學(xué)生對(duì)數(shù)學(xué)綜合實(shí)踐活動(dòng)這門課程是很認(rèn)可的,對(duì)探究式教學(xué)也表示非常認(rèn)同,對(duì)在該實(shí)踐活動(dòng)中應(yīng)用探究式教學(xué)也持贊同態(tài)度。(2)在數(shù)學(xué)綜合實(shí)踐活動(dòng)課的教學(xué)中,探究式教學(xué)提高了學(xué)生的參與度,增強(qiáng)了學(xué)生的自主學(xué)習(xí)、探究熱情。(3)在對(duì)數(shù)學(xué)綜合實(shí)踐活動(dòng)課進(jìn)行教學(xué)設(shè)計(jì)時(shí),要根據(jù)綜合實(shí)踐活動(dòng)的探究類型,確定探究活動(dòng)的層次,設(shè)計(jì)相應(yīng)層次的探究活動(dòng)形式。(4)對(duì)數(shù)學(xué)綜合實(shí)踐活動(dòng)的探究式教學(xué)進(jìn)行了教學(xué)實(shí)踐,結(jié)果表明探究式教學(xué)適用于一類數(shù)學(xué)綜合實(shí)踐活動(dòng)的教學(xué),學(xué)生更容易參與到課堂中來(lái),對(duì)數(shù)學(xué)學(xué)習(xí)的興趣更加濃厚,數(shù)學(xué)成績(jī)有所提高。(5)在實(shí)踐活動(dòng)中的評(píng)價(jià)方面,要更注重過(guò)程性評(píng)價(jià),但如何客觀、全面的兼顧教師、學(xué)生、家長(zhǎng)的評(píng)價(jià)更待進(jìn)一步研究。
[Abstract]:The promulgation of the new curriculum standard puts forward higher requirements for the basic education of our country. In recent years, inquiry teaching of mathematics has carried out some concrete research among teachers. However, in the comprehensive practice of mathematics in junior high school, how to develop inquiry teaching is still a problem worth exploring. In the comprehensive practice of school-based mathematics, the author applied the inquiry teaching method to teaching, obtained some experience, and made more detailed thinking and summary, expecting to discuss with the vast numbers of colleagues in the field of mathematics education. The purpose of this paper is to study the inquiry teaching in comprehensive practical activities in classroom teaching. In the first part of the study, the present situation of inquiry teaching and comprehensive practical activities is combed out, and the concrete implementation of mathematics comprehensive practical activities is investigated by means of questionnaire and interview. Based on the analysis and arrangement of related materials, this paper makes a theoretical construction of inquiry teaching of mathematics comprehensive practical activities, and expounds the feasibility and necessity of carrying out mathematics comprehensive practical activities by means of inquiry teaching. And the specific implementation of the program and related steps. After that, empirical research is carried out, and some comprehensive practical activities are selected from the existing materials of mathematics comprehensive practical activities of first-line teachers, and classified research is carried out. Specifically, there are three kinds of inquiry levels: operation experience and doing thinking as the characteristics of inquiry, situational cognition exploration, open problem exploration, the three situations are analyzed in combination with cases. The following main conclusions are drawn: 1) the results of the investigation show that teachers and students are very approbable to the course of comprehensive practical activities in mathematics, and they also agree very much with the inquiry teaching. In the teaching of mathematics comprehensive practical activities, inquiry teaching improves students' participation and enhances students' autonomous learning. In the teaching design of mathematics comprehensive practical activity course, the level of inquiry activity should be determined according to the inquiry type of comprehensive practice activity. The author designs the inquiry activity form of the corresponding level, and carries on the teaching practice to the mathematics comprehensive practice activity inquiry teaching. The result shows that the inquiry teaching is suitable for the teaching of a kind of mathematics comprehensive practice activity, and the students are easier to participate in the classroom. The interest in mathematics study is more strong, mathematics achievement has been improved. 5) in the practical evaluation, we should pay more attention to the process evaluation, but how to objectively and comprehensively take into account teachers, students, parents' evaluation needs further study.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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本文編號(hào)：1896906