發(fā)布時間：2018-05-16 05:42

  本文選題：高中數(shù)學 + 問題串�。� 參考：《云南師范大學》2017年碩士論文

【摘要】：問題是數(shù)學的心臟,思維永遠是從問題開始。數(shù)學“問題串”作為一種創(chuàng)新的教學方式,一直深受教師和學生的推崇,因為“問題串”可以有效激發(fā)學生的興趣,深化、提升學生的思維,進而培養(yǎng)學生的問題意識和創(chuàng)造能力。而傳統(tǒng)的高中數(shù)學教學模式,缺乏科學有效的“問題串”設計,以教師的講授為主,不利于激發(fā)學生的學習動力,同時容易禁錮學生的數(shù)學創(chuàng)新思維和創(chuàng)造能力。本文通過問卷調(diào)查、實地聽課考查和教師訪談了解到,目前大量高中數(shù)學教師仍然采用傳統(tǒng)教學模式的現(xiàn)狀;通過文獻研究全面了解了目前關于高中數(shù)學“問題串”教學研究的現(xiàn)狀;通過理論學習,尋找到了建構(gòu)主義學習理論,作為高中數(shù)學“問題串”教學的理論支撐,而“最近發(fā)展區(qū)”理論和變式教學理論為數(shù)學“問題串”的設計提供指導,啟發(fā)式教學理論又為數(shù)學“問題串”教學的實施提供指導。然后根據(jù)掌握數(shù)學知識的四個層次和過程,即感知、領會、鞏固和應用,將數(shù)學“問題串”分為情境性問題、鋪墊性問題、目標性問題、辨析性問題和應用性問題。根據(jù)高中數(shù)學“問題串”教學特點和高中生學習數(shù)學的心理特征,提出高中數(shù)學“問題串”設計應遵循目標性原則、啟發(fā)性原則、漸進性原則和探索性原則。再根據(jù)高中數(shù)學“問題串”的類型和設計原則,按照概念課、命題課、習題課、復習課和試卷講評課五個課型選擇具體的課例進行完整的“問題串”教學設計。歷經(jīng)5個月的高中數(shù)學“問題串”教學實驗研究表明,在高中實施數(shù)學“問題串”教學,有利于學生數(shù)學學習成績的提高,有助于學生數(shù)學興趣的提高,有助端正學生的學習態(tài)度和學習方法的創(chuàng)新。
[Abstract]:The problem is the heart of mathematics, and the mind always begins with the problem. As an innovative teaching method, mathematics "question string" has always been highly praised by teachers and students, because "question string" can effectively arouse students' interest, deepen their thinking, and promote their thinking. Then cultivate students' problem consciousness and creative ability. But the traditional high school mathematics teaching mode, lacks the scientific effective "question string" the design, mainly by the teacher's instruction, is unfavorable to stimulate the student's study motive force, at the same time easy to restrain the student's mathematics innovation thought and the creation ability. This article through the questionnaire survey, the field listening to the class examination and the teacher interview to know, at present a large number of senior high school mathematics teachers still adopt the traditional teaching mode the present situation; Through the literature study, the author comprehensively understands the present situation of the teaching research on the "problem string" in senior high school mathematics, and finds out the constructivism learning theory through the theoretical study, which is the theoretical support of the "question string" teaching in the senior high school mathematics. The theory of "proximal development zone" and the theory of variant teaching provide guidance for the design of mathematics "problem string", and heuristic teaching theory provides guidance for the implementation of mathematics "problem string" teaching. Then according to the four levels and processes of mastering mathematical knowledge, that is, perceiving, understanding, consolidating and applying, the mathematical "question string" is divided into situational problem, bedding problem, objective problem, discriminating problem and application problem. According to the teaching characteristics of "problem string" in senior high school mathematics and the psychological characteristics of senior high school students' learning mathematics, this paper puts forward that the design of "problem string" in senior high school mathematics should follow the principles of goal, inspiration, progressiveness and exploration. Then according to the types and design principles of "question string" in senior high school mathematics, according to the concept class, proposition class, exercise class, review class and test paper evaluation class, five classes are selected to complete the teaching design of "question string". The experimental research on the teaching of "problem string" in senior high school mathematics for five months shows that the implementation of "problem string" teaching in senior high school is beneficial to the improvement of students' mathematics learning achievement and to the improvement of students' interest in mathematics. Help correct students' learning attitude and innovation of learning methods.
【學位授予單位】：云南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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