【摘要】：現(xiàn)今初中生繁重的學(xué)業(yè)負(fù)擔(dān)、學(xué)校重考試成績而輕視學(xué)生的綜合素質(zhì)的現(xiàn)象使得許多的數(shù)學(xué)教學(xué)變成了套公式、定理解題的模式。學(xué)生懂得如何根據(jù)題型選擇合適的解題方式,但是對于數(shù)學(xué)知識本身的應(yīng)用價值卻所知甚少。這樣的數(shù)學(xué)學(xué)習(xí)不僅降低了學(xué)生學(xué)習(xí)數(shù)學(xué)的積極性,而且抑制了學(xué)生創(chuàng)造力與應(yīng)用數(shù)學(xué)知識解決問題的能力。所以如何在初中數(shù)學(xué)教學(xué)中體現(xiàn)數(shù)學(xué)建模思想,使學(xué)生用數(shù)學(xué)的眼光看世界就顯得十分重要。因此,本文立足初中數(shù)學(xué)教學(xué)的實(shí)際情況,以在常態(tài)課中滲透數(shù)學(xué)建模思想為目的,系統(tǒng)地調(diào)查分析初中數(shù)學(xué)建模教學(xué)的現(xiàn)狀以及現(xiàn)狀的原因,在此基礎(chǔ)上研究數(shù)學(xué)建模融入教學(xué)的過程和方法。本文首先闡述了問題提出的實(shí)際背景和研究方法,梳理國內(nèi)外研究成果,為研究奠定理論基礎(chǔ)。其次對數(shù)學(xué)建模思想進(jìn)行概念的界定,并從理論層面分析數(shù)學(xué)建模思想。第三章是本文的主要內(nèi)容,借助調(diào)查的方式,基于初中數(shù)學(xué)的數(shù)學(xué)建模內(nèi)容,通過調(diào)查、訪談等方式分析得到了初中數(shù)學(xué)建模教學(xué)以及學(xué)生學(xué)習(xí)的現(xiàn)狀:大部分的初中生缺乏對于數(shù)學(xué)建模更進(jìn)一步的認(rèn)識,對于數(shù)學(xué)建模的活動很感興趣,但是由于缺乏關(guān)于建模策略和過程的系統(tǒng)學(xué)習(xí)等因素,學(xué)生對于解決數(shù)學(xué)建模類問題的自我效能感比較低;數(shù)學(xué)建模能力的提高離不開對于數(shù)學(xué)基礎(chǔ)知識的牢固掌握等;大部分教師對數(shù)學(xué)建模的滲透多采用提供數(shù)學(xué)建模類問題讓學(xué)生思考的方式;教師進(jìn)行的數(shù)學(xué)建模類教學(xué),多數(shù)是以與課本密切相關(guān)的題型為依據(jù)的,較少地關(guān)注學(xué)生的生活實(shí)際。根據(jù)以上調(diào)查,筆者分別從學(xué)生對于數(shù)學(xué)建模的認(rèn)知、學(xué)生的自我效能感、性別差異、學(xué)生的數(shù)學(xué)知識的掌握、教師對數(shù)學(xué)建模教學(xué)的認(rèn)識、教學(xué)方式、考試評價等方面分析了現(xiàn)狀產(chǎn)生的原因。第四章主要介紹了初中數(shù)學(xué)建模教學(xué)的方式方法,主要包括:常規(guī)教學(xué)、數(shù)學(xué)實(shí)踐活動課以及數(shù)學(xué)寫作。借助具體的例子,闡述了各種方法的特點(diǎn)以及需要注意的問題。第五章根據(jù)以上的調(diào)查結(jié)論進(jìn)行了總結(jié),并提出了相關(guān)建議。
[Abstract]:Nowadays, the heavy academic burden of junior high school students and the phenomenon that schools attach great importance to examination results and despise the students' comprehensive quality make many mathematics teaching become the mode of solving problems by using formulas and theorems. Students know how to choose the right way to solve problems according to the type of questions, but know little about the application value of mathematical knowledge itself. This kind of mathematics learning not only reduces the enthusiasm of students to learn mathematics, but also inhibits students' creativity and ability to solve problems by applying mathematical knowledge. Therefore, it is very important for students to look at the world from the point of view of mathematics, how to embody the idea of mathematical modeling in mathematics teaching in junior high school. Therefore, based on the actual situation of mathematics teaching in junior high school, this paper aims at infiltrating mathematical modeling ideas in normal classes, and systematically investigates and analyzes the present situation and reasons of mathematics modeling teaching in junior high schools. On this basis, the process and method of integrating mathematical modeling into teaching are studied. This paper first describes the practical background and research methods of the question, combing the domestic and foreign research results, to lay a theoretical foundation for the research. Secondly, the concept of mathematical modeling is defined, and the mathematical modeling idea is analyzed theoretically. The third chapter is the main content of this paper, with the help of the way of investigation, mathematics modeling content based on junior high school mathematics, through the investigation, Interviews and other methods of analysis of junior high school mathematics modeling teaching and learning situation: most junior high school students lack of further understanding of mathematical modeling, mathematical modeling activities are very interested, However, due to the lack of systematic learning on modeling strategies and processes, students' self-efficacy in solving mathematical modeling problems is relatively low. The improvement of mathematical modeling ability can not be separated from the solid grasp of the basic knowledge of mathematics, most teachers' infiltration of mathematical modeling mostly adopts the way of providing mathematical modeling problems for students to think about. Most of the mathematics modeling teaching carried out by teachers is based on the questions closely related to the textbook and pays less attention to the reality of students' life. According to the above investigation, the author analyzes students' cognition of mathematical modeling, students' sense of self-efficacy, gender difference, students' mastery of mathematical knowledge, teachers' understanding of mathematical modeling teaching, and teaching methods. Examination evaluation and other aspects of the analysis of the reasons for the status quo. The fourth chapter mainly introduces the methods of mathematics modeling teaching in junior high school, including routine teaching, mathematics practical activity class and mathematical writing. With the help of concrete examples, the characteristics of various methods and the problems needing attention are expounded. The fifth chapter summarizes the above conclusions and puts forward some relevant suggestions.
【學(xué)位授予單位】：南京師范大學(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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