【摘要】：現(xiàn)代社會(huì)需要?jiǎng)?chuàng)新型人才,而主體性教育的最高目標(biāo)就是學(xué)生創(chuàng)造性的發(fā)展。所以,對(duì)高中生主體性的培養(yǎng)已成為現(xiàn)代教育的主要任務(wù)之一。筆者根據(jù)自己的實(shí)習(xí)經(jīng)歷、問(wèn)卷調(diào)查以及對(duì)主體性問(wèn)題的文獻(xiàn)研究,以現(xiàn)代教育理念如高中數(shù)學(xué)課程標(biāo)準(zhǔn)提出的新理念,與有關(guān)主體性的理論和原則為指導(dǎo),分別從教師和學(xué)生的角度對(duì)高中數(shù)學(xué)課堂學(xué)生主體性發(fā)揮存在的問(wèn)題進(jìn)行研究。本文分六個(gè)章節(jié)。第1章對(duì)該課題的研究做出較全面的介紹；第2章對(duì)學(xué)生主體性的定義做出界定,并從高中數(shù)學(xué)課程標(biāo)準(zhǔn)、現(xiàn)代教育理念、現(xiàn)代教學(xué)方法改革的特征中總結(jié)出學(xué)生主體性的具體體現(xiàn)；第3章是該研究的理論部分,筆者分別從哲學(xué)、教育、心理三個(gè)領(lǐng)域里歸納總結(jié)出部分主體性理論,對(duì)本文的研究具有指導(dǎo)意義,另外,從書(shū)籍和文獻(xiàn)中找出與學(xué)生主體性相關(guān)的原則,對(duì)后面調(diào)查結(jié)果的分析和教學(xué)實(shí)踐都具有重要意義；第4章主要介紹問(wèn)卷調(diào)查的過(guò)程和結(jié)果分析,筆者通過(guò)對(duì)數(shù)據(jù)的整體分析和對(duì)比分析,分別從教師和學(xué)生兩個(gè)方面得出啟示,并給出相應(yīng)的建議；第5章根據(jù)第4章的調(diào)查結(jié)果,在原有結(jié)論的基礎(chǔ)上,進(jìn)一步給出有利于學(xué)生主體性發(fā)揮的幸福教學(xué)模式,從學(xué)生主體性發(fā)揮視角下審視幸福教學(xué)模式,認(rèn)為這種教學(xué)模式將滿足學(xué)生主體性的發(fā)揮和發(fā)展,也將為學(xué)生和教師帶來(lái)幸福感,有利于達(dá)到共同幸福的目標(biāo)。第6章是本文的結(jié)語(yǔ),分析了該研究中存在的不足,簡(jiǎn)單介紹了筆者對(duì)該研究的思考與展望。關(guān)于幸福教育的研究已逐步增多,而從學(xué)生主體性視角下來(lái)審視數(shù)學(xué)幸福教學(xué),卻很少有研究者為之。這將是一種教育思想上的創(chuàng)新,也會(huì)給實(shí)踐教學(xué)帶來(lái)一定的啟示。根據(jù)以上研究結(jié)果,可以獲得以下幾點(diǎn)思考：為了學(xué)生主體性更好地發(fā)揮,首先,不僅要從教師的角度做出努力和相應(yīng)改變,更重要的是要讓學(xué)生自身意識(shí)到自己的主體地位,并產(chǎn)生強(qiáng)烈持久的內(nèi)部學(xué)習(xí)動(dòng)機(jī),促進(jìn)他們主體能力的發(fā)展,同時(shí),需要教師和學(xué)生的相互配合和融洽相處來(lái)塑造出學(xué)生的主體人格。其次,對(duì)于學(xué)生主體性發(fā)揮存在的問(wèn)題的解決,是一個(gè)長(zhǎng)期實(shí)踐的過(guò)程,教師需要適時(shí)了解學(xué)生的變化,不斷進(jìn)行改善。最后,針對(duì)不同層次的學(xué)生,應(yīng)有不一樣的計(jì)劃,因材施教的思想對(duì)于學(xué)生主體性發(fā)揮的情況也是符合的,所以,教師既要注重培養(yǎng)出創(chuàng)造性強(qiáng)的學(xué)生,也要幫助那些主體意識(shí)較弱的學(xué)生得到發(fā)展,要讓學(xué)生在學(xué)習(xí)過(guò)程中體驗(yàn)成功與幸福,并幫助學(xué)生學(xué)會(huì)為自己的未來(lái)創(chuàng)造幸福的能力。
[Abstract]:Modern society needs innovative talents, and the highest goal of subjective education is the development of students' creativity. Therefore, the cultivation of high school students' subjectivity has become one of the main tasks of modern education. Based on his practical experience, questionnaire investigation and literature research on subjectivity, the author is guided by modern educational ideas, such as the new ideas put forward by senior high school mathematics curriculum standards, and the theories and principles related to subjectivity. From the point of view of teachers and students, this paper studies the problems of students' subjectivity in high school mathematics classroom. This article is divided into six chapters. The first chapter makes a more comprehensive introduction to the research of this topic; The second chapter defines the definition of students' subjectivity, and summarizes the concrete embodiment of students' subjectivity from the high school mathematics curriculum standards, modern educational ideas, and the characteristics of modern teaching methods reform. The third chapter is the theoretical part of the study. The author summarizes part of the subjectivity theory from three fields of philosophy, education and psychology, which has guiding significance to the research of this paper, in addition, Finding out the principles related to students' subjectivity from books and documents is of great significance to the analysis of the results of the later investigation and the teaching practice. The fourth chapter mainly introduces the process and results of the questionnaire survey, the author through the overall analysis and comparative analysis of the data, respectively from the teachers and students from two aspects to draw inspiration, and give the corresponding recommendations; Chapter 5 according to the survey results of Chapter 4, on the basis of the original conclusion, further puts forward the happiness teaching mode which is beneficial to the development of students' subjectivity, and examines the happiness teaching mode from the perspective of students' subjectivity. It is believed that this teaching mode will satisfy the development of students' subjectivity, bring happiness to students and teachers, and help to achieve the goal of common happiness. Chapter 6 is the conclusion of this paper, analyzes the shortcomings of the study, and briefly introduces the author's thoughts and prospects for the study. The research on happiness education has gradually increased, but few researchers look at mathematics happiness teaching from the perspective of students' subjectivity. This will be a kind of educational thought innovation, will also bring certain enlightenment to the practice teaching. According to the above research results, we can get the following thoughts: in order to give full play to students' subjectivity, first of all, we should not only make efforts and corresponding changes from the perspective of teachers, but also make students realize their subjective status. At the same time, it is necessary for teachers and students to cooperate and get along well with each other to shape students' subjective personality. Secondly, it is a long-term process of practice to solve the problems existing in the development of students' subjectivity. Teachers need to understand the changes of students in a timely manner and constantly improve them. Finally, according to different levels of students, there should be different plans, and the idea of teaching students in accordance with their aptitude is also in line with the situation of students' subjectivity. Therefore, teachers should not only pay attention to cultivating students with strong creativity, It is also necessary to help students with weak subjective consciousness to develop, to experience success and happiness in the learning process, and to help students learn the ability to create happiness for their own future.
【學(xué)位授予單位】：陜西師范大學(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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