初中數(shù)學個性化的單元教學設計研究
發(fā)布時間：2018-10-11 11:51
【摘要】：伴隨著新課改的實施,義務教育階段的初中數(shù)學課堂發(fā)生著巨大變化。個性化教學理念的提出,改變了傳統(tǒng)教學對學生標準劃一的目標追求,為不同的學生提供差異教學,適應學生的個性發(fā)展。要改變傳統(tǒng)教學的現(xiàn)狀,最重要的就是改變教師的教和學生的學。上好一堂課的前提就是制定合理有效的教學設計,設計切實可行的師生活動。因此,教學設計是教師進行教學的重要環(huán)節(jié),而探索與個性化教學相對應的教學設計是促進學生個性發(fā)展的重要途徑。另外,按照以往數(shù)學教學,教師容易忽視對學生整體思想和知識框架的建構,缺少對學生整體意識、創(chuàng)新意識的培養(yǎng)�；诖�,筆者以數(shù)學教學單元為突破口,提出初中數(shù)學個性化的單元教學設計的研究。初中數(shù)學個性化的單元教學設計,通過統(tǒng)整單元教材,融合適于數(shù)學課堂教學的個性化教學模式,凸顯學科核心知識,提高課堂教學效率,培養(yǎng)學生的創(chuàng)新能力,促進學生的個性發(fā)展。論文共有5章。第1章主要從研究的背景、國內(nèi)外研究現(xiàn)狀、研究的意義、思路以及框架,闡述了本文所要研究的問題和方向。第2章主要研究了兩個內(nèi)容：一方面,是從個性化教學的角度,總結研究了個性化教學的含義、特征、模式；另一方面,是從單元教學的角度,闡述了單元教學的含義,分子總結了其模式、一般步驟以及優(yōu)點。第3章和第4章是論文的重點部分。第3章主要提出個性化的單元教學設計的理論研究,首先研究了個性化單元教學設計的含義、價值、原則、一般步驟。同時,結合《勾股定理》章節(jié)的內(nèi)容,對一般步驟進行了闡述和探究。第4章是與之對應的案例設計,設計該單元中的三課時的教學,以此為論文理論的設計范例,為教師的教學設計提供參考。第5章對初中數(shù)學個性化的單元教學設計的研究進行總結。同時,從教師的角度對教學的實施提出了一些建議。本文通過對初中數(shù)學個性化的單元教學設計的研究,首先為教師提供了一種教學設計的新理念；其次,相應理論研究的提出,為教師的進一步研究提供了思考,有利于促進教師專業(yè)能力的提高；最后,提供了學生課堂學習方式以及評價多樣化的選擇。
[Abstract]:With the implementation of the new curriculum reform, the mathematics classroom in the compulsory education stage has undergone tremendous changes. The idea of individualized teaching has changed the traditional teaching's pursuit of uniform standard of students, provided different teaching for different students, and adapted to the development of students' personality. To change the present situation of traditional teaching, the most important thing is to change the teaching of teachers and the learning of students. The premise of a good class is to make reasonable and effective teaching design and to design practical activities between teachers and students. Therefore, teaching design is an important link for teachers to carry out teaching, and exploring the teaching design corresponding to individualized teaching is an important way to promote the development of students' personality. In addition, according to the previous mathematics teaching, teachers tend to ignore the construction of students' whole thought and knowledge frame, and lack the cultivation of students' whole consciousness and innovation consciousness. Based on this, the author takes the mathematics teaching unit as the breakthrough, and puts forward the research of the unit teaching design of junior high school mathematics individuation. The individualized unit teaching design of junior high school mathematics integrates the individualized teaching mode suitable for mathematics classroom teaching through the integration of unit teaching materials, highlights the core knowledge of the subject, improves the efficiency of classroom teaching, and cultivates the students' innovative ability. To promote the development of students' personality. There are five chapters in this paper. The first chapter mainly from the research background, the domestic and foreign research present situation, the research significance, the train of thought and the frame, elaborated this article to study the question and the direction. The second chapter mainly studies two contents: on the one hand, from the angle of individualized teaching, summarizes and studies the meaning, characteristic and mode of individualized teaching; on the other hand, expounds the meaning of unit teaching from the angle of unit teaching. The molecular model, general steps and advantages are summarized. Chapters 3 and 4 are the key parts of the thesis. In chapter 3, the theoretical research of individualized unit teaching design is put forward. Firstly, the meaning, value, principle and general steps of individualized unit teaching design are studied. At the same time, combined with the content of the chapter of Pythagorean Theorem, the general steps are expounded and explored. The fourth chapter is the corresponding case design, which designs the teaching of three classes in the unit, which can be used as a design example of the thesis theory and provide reference for the teacher's teaching design. Chapter 5 summarizes the research of unit teaching design of junior high school mathematics individuation. At the same time, some suggestions on the implementation of teaching are put forward from the perspective of teachers. Based on the research on the individualized unit teaching design of junior high school mathematics, this paper first provides a new concept of teaching design for teachers, secondly, puts forward the corresponding theoretical research, and provides some thoughts for the further study of teachers. Finally, it provides students with a variety of options for classroom learning and evaluation.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6
本文編號：2264085
[Abstract]:With the implementation of the new curriculum reform, the mathematics classroom in the compulsory education stage has undergone tremendous changes. The idea of individualized teaching has changed the traditional teaching's pursuit of uniform standard of students, provided different teaching for different students, and adapted to the development of students' personality. To change the present situation of traditional teaching, the most important thing is to change the teaching of teachers and the learning of students. The premise of a good class is to make reasonable and effective teaching design and to design practical activities between teachers and students. Therefore, teaching design is an important link for teachers to carry out teaching, and exploring the teaching design corresponding to individualized teaching is an important way to promote the development of students' personality. In addition, according to the previous mathematics teaching, teachers tend to ignore the construction of students' whole thought and knowledge frame, and lack the cultivation of students' whole consciousness and innovation consciousness. Based on this, the author takes the mathematics teaching unit as the breakthrough, and puts forward the research of the unit teaching design of junior high school mathematics individuation. The individualized unit teaching design of junior high school mathematics integrates the individualized teaching mode suitable for mathematics classroom teaching through the integration of unit teaching materials, highlights the core knowledge of the subject, improves the efficiency of classroom teaching, and cultivates the students' innovative ability. To promote the development of students' personality. There are five chapters in this paper. The first chapter mainly from the research background, the domestic and foreign research present situation, the research significance, the train of thought and the frame, elaborated this article to study the question and the direction. The second chapter mainly studies two contents: on the one hand, from the angle of individualized teaching, summarizes and studies the meaning, characteristic and mode of individualized teaching; on the other hand, expounds the meaning of unit teaching from the angle of unit teaching. The molecular model, general steps and advantages are summarized. Chapters 3 and 4 are the key parts of the thesis. In chapter 3, the theoretical research of individualized unit teaching design is put forward. Firstly, the meaning, value, principle and general steps of individualized unit teaching design are studied. At the same time, combined with the content of the chapter of Pythagorean Theorem, the general steps are expounded and explored. The fourth chapter is the corresponding case design, which designs the teaching of three classes in the unit, which can be used as a design example of the thesis theory and provide reference for the teacher's teaching design. Chapter 5 summarizes the research of unit teaching design of junior high school mathematics individuation. At the same time, some suggestions on the implementation of teaching are put forward from the perspective of teachers. Based on the research on the individualized unit teaching design of junior high school mathematics, this paper first provides a new concept of teaching design for teachers, secondly, puts forward the corresponding theoretical research, and provides some thoughts for the further study of teachers. Finally, it provides students with a variety of options for classroom learning and evaluation.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6
【參考文獻】
相關期刊論文 前1條
1 趙艷輝;脫中菲;;基于個性化教學的學習卡片開發(fā)與利用[J];課程·教材·教法;2011年08期
相關碩士學位論文 前1條
1 李榮華;初中化學單元教學的實踐研究[D];首都師范大學;2014年
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