本文關(guān)鍵詞：高中數(shù)學(xué)分層作業(yè)設(shè)計(jì)的實(shí)驗(yàn)研究　出處：《沈陽師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中數(shù)學(xué) 分層作業(yè) 學(xué)習(xí)興趣 實(shí)驗(yàn)研究

【摘要】：高中數(shù)學(xué)是一門富有邏輯性和嚴(yán)謹(jǐn)性的學(xué)科,是一門根據(jù)高中《數(shù)學(xué)課程標(biāo)準(zhǔn)》的要求,來進(jìn)行數(shù)學(xué)課堂教學(xué)的學(xué)科。此前在筆者實(shí)習(xí)任教的兩個(gè)班級(jí)中,學(xué)生在數(shù)學(xué)的學(xué)習(xí)能力上存在著較大的差異,外加受到傳統(tǒng)教學(xué)思想的影響,大部分學(xué)生對(duì)數(shù)學(xué)的學(xué)習(xí)情緒是十分抵觸的,且學(xué)習(xí)主動(dòng)性和自覺性普遍較差,有些學(xué)生甚至認(rèn)為數(shù)學(xué)是一門非常難以理解的學(xué)科。因此,針對(duì)此類現(xiàn)象,本論文致力于通過對(duì)高中數(shù)學(xué)分層作業(yè)設(shè)計(jì)的實(shí)驗(yàn)研究,來提高學(xué)生對(duì)數(shù)學(xué)知識(shí)的掌握程度,以及為學(xué)生的數(shù)學(xué)學(xué)習(xí)的情感態(tài)度帶來積極影響,并采用了文獻(xiàn)分析法、實(shí)驗(yàn)研究法、問卷調(diào)查法和個(gè)案訪談法進(jìn)行了研究。此外,分層作業(yè)設(shè)計(jì)雖然符合因材施教、意義學(xué)習(xí)、最近發(fā)展區(qū)以及多元智能理論等教育教學(xué)理論,但是在數(shù)學(xué)學(xué)科領(lǐng)域的研究還是較少的,因此,筆者想通過高中數(shù)學(xué)分層作業(yè)設(shè)計(jì)的實(shí)驗(yàn)研究,為數(shù)學(xué)教育理論的研究盡綿薄之力。本文是在前人研究的基礎(chǔ)上,根據(jù)本實(shí)驗(yàn)研究學(xué)校的學(xué)生特點(diǎn)進(jìn)行分層作業(yè)的設(shè)計(jì),并以高一年級(jí)的兩個(gè)平行班的學(xué)生作為研究對(duì)象,分別為實(shí)驗(yàn)班和對(duì)照班,進(jìn)行為期四個(gè)月的實(shí)驗(yàn)研究。在進(jìn)行分層作業(yè)實(shí)踐研究的過程中,首先通過實(shí)驗(yàn)前測(cè)試卷了解學(xué)生的具體情況,將學(xué)生分成不同的層次。筆者再針對(duì)不同層次學(xué)生的學(xué)習(xí)特點(diǎn),來滿足其學(xué)習(xí)發(fā)展水平的需要。實(shí)驗(yàn)過程中,對(duì)兩個(gè)班級(jí)進(jìn)行數(shù)學(xué)學(xué)習(xí)的測(cè)試,分別從總體成績(jī)以及不同層次的學(xué)生的前后測(cè)試卷不同層次題目的得分情況,來研究分層作業(yè)設(shè)計(jì)對(duì)學(xué)生在知識(shí)掌握上的積極影響。除此之外,在對(duì)學(xué)生學(xué)習(xí)情感態(tài)度的影響方面,以及在作業(yè)的完成情況上,筆者根據(jù)在實(shí)驗(yàn)后測(cè)時(shí)的整體學(xué)生的調(diào)查問卷的調(diào)查結(jié)果,和在實(shí)驗(yàn)結(jié)束后的個(gè)案訪談,實(shí)驗(yàn)組的學(xué)生對(duì)于數(shù)學(xué)學(xué)習(xí)的信心和學(xué)習(xí)興趣都有所增強(qiáng),其聽課狀態(tài)和注意力的集中程度都有所提高,實(shí)踐表明,即實(shí)驗(yàn)組學(xué)生通過分層作業(yè)的實(shí)驗(yàn),在數(shù)學(xué)知識(shí)的掌握層面以及數(shù)學(xué)學(xué)習(xí)的情感態(tài)度上都能得到有效的提升,從而證實(shí)了對(duì)高中數(shù)學(xué)作業(yè)進(jìn)行分層設(shè)計(jì),能夠?yàn)閷W(xué)生減負(fù)的同時(shí)促進(jìn)學(xué)習(xí)成績(jī)的提升,為學(xué)生的數(shù)學(xué)知識(shí)掌握和數(shù)學(xué)學(xué)習(xí)情感態(tài)度帶來積極影響。
[Abstract]:Senior high school mathematics is a logical and rigorous discipline, is a high school according to the requirements of mathematics curriculum standards, to carry out mathematics classroom teaching. There is a great difference in the learning ability of students in mathematics, and the influence of traditional teaching thought, most students are very opposed to the learning mood of mathematics, and learning initiative and consciousness is generally poor. Some students even think that mathematics is a very difficult to understand the subject. Therefore, in view of this phenomenon, this paper is devoted to the senior high school mathematics through the experimental study of hierarchical homework design. In order to improve the students' mastery of mathematics knowledge, and to bring positive influence to students' emotional attitude in mathematics learning, the paper adopts the method of literature analysis and experimental research. In addition, the layered homework design is in accordance with the educational teaching theories such as aptitude teaching, meaningful learning, proximal development area and multiple intelligences theory. But in the field of mathematics is still less research, therefore, the author wants to pass the senior high school mathematics layered homework design experimental research. This paper is based on the previous studies, according to the characteristics of students in this experimental school to carry out the design of layered homework. And taking the students of two parallel classes in the first year of senior high school as the research object, the experimental class and the control class were conducted for four months, and the process of the practical study of stratified homework was carried out. First of all, through the test paper to understand the specific situation of students, students are divided into different levels. Then the author aims at the characteristics of students at different levels to meet the needs of their learning development level. On the two classes of mathematics learning tests, respectively from the overall results and students at different levels of the test paper before and after the test paper of different levels of scores. To study the positive impact of hierarchical homework design on students' knowledge mastery. In addition, the impact on students' emotional attitude, as well as on the completion of homework. According to the results of the questionnaire and the case interview after the experiment, the confidence and interest of the students in the experimental group have been enhanced. Both the listening state and the concentration of attention have been improved. The practice shows that the students in the experimental group pass the experiment of stratified homework. In the level of mathematics knowledge and mathematics learning emotional attitude can be effectively promoted, thus confirming the hierarchical design of senior high school mathematics homework. It can reduce the burden of students and promote the improvement of academic achievement, and bring positive influence to students' mastery of mathematics knowledge and attitude towards mathematics learning.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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