本文選題：高中數(shù)學(xué) + 課堂��； 參考：《廣西師范大學(xué)》2017年碩士論文

【摘要】：高二文理分科時,因為閱讀能力差、計算能力弱、空間思維差、缺乏初高中知識的有效銜接,缺乏有效的學(xué)習(xí)方法等因素,較多高二文科學(xué)生數(shù)學(xué)成績普遍偏低。數(shù)學(xué)基礎(chǔ)弱的文科班學(xué)生,課堂上只聽少練,不能通過自己的實踐去體會解題的思維和過程,學(xué)習(xí)效果較差。在課堂上,教師為了趕教學(xué)進度而講解大量的知識,文科學(xué)生思維跟不上,教學(xué)效果不好。統(tǒng)一的教學(xué)內(nèi)容和教學(xué)目標(biāo),無法兼顧全體學(xué)生的發(fā)展,加劇數(shù)學(xué)學(xué)習(xí)的兩級分化。學(xué)生成功感偏低,不愿意學(xué)習(xí)數(shù)學(xué)�！镀胀ǜ咧袛�(shù)學(xué)課程標(biāo)準(zhǔn)(實驗)》中指出:“應(yīng)充分尊重學(xué)生的人格和學(xué)生在數(shù)學(xué)學(xué)習(xí)上的差異,采用適當(dāng)?shù)慕虒W(xué)方式,使不同學(xué)生學(xué)習(xí)不同的數(shù)學(xué),在數(shù)學(xué)上獲得不同的發(fā)展�！睌�(shù)學(xué)促進文科學(xué)生思維發(fā)展,提高分析和解決問題的能力,也能促進其他學(xué)科的學(xué)習(xí)。因此,教師要轉(zhuǎn)變教育觀念,承認(rèn)學(xué)生差異,尊重學(xué)生差異,創(chuàng)造條件促進學(xué)生全面發(fā)展。教師如何優(yōu)化高二文科數(shù)學(xué)教學(xué)方法,增加文科學(xué)生參與課堂的時間,讓不同層次的學(xué)生完成明確的課堂學(xué)習(xí)目標(biāo),培養(yǎng)學(xué)生的學(xué)習(xí)主動性和創(chuàng)造性,進一步提高教學(xué)質(zhì)量,有待研究。本研究在分層教學(xué),能力目標(biāo)分層監(jiān)測模式等理論的指導(dǎo)下,探索高中數(shù)學(xué)課堂內(nèi)分層測試教學(xué)模式的有效性。本研究采用的主要方法有文獻查閱法、調(diào)查問卷法、個體訪談法等。本研究主要探討幾個方面:(1)如何根據(jù)學(xué)生的能力設(shè)計高二文科數(shù)學(xué)分層測試卡,需要遵循什么原則,在教學(xué)中如何合理使用?(2)課堂內(nèi)分層測試教學(xué)模式能否提高學(xué)生的學(xué)習(xí)成績?(3)課堂內(nèi)分層測試教學(xué)模式能否提高學(xué)生的學(xué)習(xí)能力、學(xué)習(xí)興趣?全文分七個章節(jié)。第一章為前言,從高二文科學(xué)生的現(xiàn)狀訴求、數(shù)學(xué)素養(yǎng)等入手,闡述了開展課堂內(nèi)分層測試教學(xué)模式實驗研究的背景,概述了研究的內(nèi)容、意義、思路和方法。第二章為文獻綜述,系統(tǒng)地研究了國內(nèi)外分層教學(xué)研究情況及發(fā)展?fàn)顩r。第三章為理論基礎(chǔ),為開展課堂內(nèi)分層測試教學(xué)模式實驗研究奠定理論基礎(chǔ)。第四章簡要說明了課堂內(nèi)分層測試教學(xué)模式的基本原則。第五章介紹了課堂內(nèi)分層測試教學(xué)模式的實施策略。第六章介紹了課堂內(nèi)分層測試教學(xué)的設(shè)計案例。第七章是本文的重點章節(jié),介紹了課堂內(nèi)分層測試教學(xué)模式實驗研究的實施過程及結(jié)果分析。根據(jù)實驗前后測結(jié)果對比分析,驗證課堂內(nèi)分層測試教學(xué)模式對學(xué)生的學(xué)習(xí)成績、學(xué)習(xí)能力、學(xué)習(xí)興趣起到一定的促進作用,有較高的可行性、操作性和有效性。最后指出課堂內(nèi)分層測試教學(xué)模式實施的不足和實施建議。本研究的主要結(jié)論如下:(1)高中數(shù)學(xué)課堂內(nèi)分層測試教學(xué)模式的實施是切實可行的,可操作性強。分層測試卡的合理使用,反饋信息快,問題得到及時糾正,效果良好,促進學(xué)生全面發(fā)展。(2)提高教學(xué)效率。每一節(jié)課都能幫助學(xué)生達到“級別標(biāo)準(zhǔn)”,通過練習(xí)獲得知識。教師及時糾正教學(xué)中出現(xiàn)的問題,對不能完成目標(biāo)的學(xué)生及時督促和輔導(dǎo),不讓問題積累,提高課堂教學(xué)效率。(3)提高學(xué)生素質(zhì)。課堂內(nèi)分層測試教學(xué)模式促進學(xué)生認(rèn)真聽課,及時檢驗所學(xué)的知識是否掌握。促進學(xué)生在課前課后都自覺預(yù)習(xí)復(fù)習(xí)。在挑戰(zhàn)難題的過程中,同學(xué)討論,互助交流,互評互講,共同進步。(4)教師通過多樣評價,積極關(guān)注每一個層次學(xué)生的發(fā)展,個體化輔導(dǎo),多層次關(guān)注,更容易促進和諧師生關(guān)系的構(gòu)建。
[Abstract]:In the second liberal arts division, because of poor reading ability, weak calculation ability, poor thinking in space, lack of effective connection of early and high school knowledge, lack of effective learning methods and so on, many high school students in liberal arts are generally low in mathematics, and students in liberal arts classes with weak mathematical foundation can only listen to less practice in class and can not experience solving problems through their own practice. In class, in class, the teacher explains a lot of knowledge in order to catch up with the progress of teaching. The students of liberal arts are not able to keep up with their thinking. The teaching effect is not good. The unified teaching content and teaching aim can not take into account the development of all students, aggravate the two grades of mathematics learning. The students' feeling of success is low and does not want to learn mathematics. "The mathematics curriculum standard (Experiment) of ordinary high school" points out: "we should fully respect students' personality and students' differences in mathematics learning, adopt appropriate teaching methods, make different students learn different mathematics and get different development in mathematics." mathematics promotes the development of liberal arts students' thinking, and improves the ability to analyze and solve problems. It can promote the learning of other subjects. Therefore, teachers should change their educational ideas, recognize students' differences, respect students' differences, and create conditions to promote the overall development of students. Under the guidance of the theory of stratified teaching and the hierarchical monitoring model of ability target, this study explores the effectiveness of the hierarchical test teaching model in high school mathematics classroom. The main methods used in this study are literature review, questionnaire, individual interview and so on. This study mainly discusses several aspects: (1) how to design the high school mathematics stratified test card according to the ability of the students, what principles should be followed and how to use it in the teaching? (2) can the stratified test teaching model improve the students' academic performance in the classroom? (3) whether the stratified test teaching model can improve the students' learning ability in the classroom The full text is divided into seven chapters. The first chapter is the preface. Starting with the status appeal and mathematical literacy of the high school students, the paper expounds the background of the experimental research on the teaching mode of stratified test in the classroom, summarizes the contents, significance, ideas and methods of the study. The second chapter is a literature review, which systematically studies the stratified teaching at home and abroad. The third chapter is the theoretical basis and lays a theoretical foundation for the study of the experimental research on the stratified test teaching mode in the classroom. The fourth chapter briefly explains the basic principles of the stratified test teaching mode in the classroom. The fifth chapter introduces the implementation strategy of the stratified test teaching mode in the classroom. The sixth chapter introduces the stratification in the classroom. The seventh chapter is the key chapter of this paper. It introduces the implementation process and results analysis of the experimental research on the stratified test teaching model in the classroom. According to the comparison and analysis of the test results before and after the experiment, it is proved that the stratified test teaching mode in the classroom plays a certain role in the students' learning achievement, learning ability and learning interest. The main conclusions of this study are as follows: (1) the implementation of the hierarchical test teaching model in high school mathematics classroom is feasible and operable. The rational use of the layered test card and the feedback information are fast. The problem is corrected in time, the effect is good, and the students' overall development is promoted. (2) improve the teaching efficiency. Every class can help students reach the "level standard" and acquire knowledge through practice. The teachers can correct the problems in the teaching in time, supervise and promote the students who can not accomplish the goal, and do not let the problems accumulate and improve the classroom teaching. Efficiency. (3) improve students' quality. Stratified test teaching mode in class to promote students to listen carefully to the class, to test the knowledge in time, and to promote students to study and review consciously after class. In the process of challenging the problems, students discuss, mutual help and exchange, mutual comment and mutual progress. (4) teachers pay attention to each other through various evaluations. The development of one level of students, individualized guidance and multi level concern are more likely to promote the construction of harmonious teacher-student relationship.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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