【摘要】：在傳統(tǒng)的“考分”政策下,數(shù)學(xué)作為培養(yǎng)學(xué)生思維能力的有效手段僅僅只是表現(xiàn)在學(xué)生的解題能力的高低,或數(shù)學(xué)成績考的好不好的結(jié)果上,而在新的課程改革的倡導(dǎo)下,數(shù)學(xué)課堂教學(xué)應(yīng)當(dāng)注重激發(fā)學(xué)生的學(xué)習(xí)興趣,注重學(xué)生的動手實(shí)踐,讓學(xué)生能夠有足夠的時間和空間經(jīng)歷觀察、實(shí)驗(yàn)等數(shù)學(xué)活動過程。數(shù)學(xué)實(shí)驗(yàn)就是基于學(xué)生主動參與的一種探究式學(xué)習(xí)方式,也是一種高效的教學(xué)方式,對于學(xué)生的應(yīng)用意識和創(chuàng)新意識的培養(yǎng)尤為重要。統(tǒng)計(jì)與概率是初中數(shù)學(xué)學(xué)習(xí)的重要內(nèi)容之一,在現(xiàn)實(shí)生活中有廣泛的應(yīng)用。概率統(tǒng)計(jì)教學(xué)中,要求學(xué)生能夠體會頻率與概率的關(guān)系,體會樣本與總體的關(guān)系,體會隨機(jī)事件發(fā)生的可能性,經(jīng)歷數(shù)據(jù)收集,整理的過程等。采用數(shù)學(xué)實(shí)驗(yàn)教學(xué),可以讓學(xué)生經(jīng)歷數(shù)據(jù)統(tǒng)計(jì)的全過程,感受事件發(fā)生的隨機(jī)性,由此可見數(shù)學(xué)實(shí)驗(yàn)在概率統(tǒng)計(jì)教學(xué)中是非常重要的。但是,在現(xiàn)實(shí)的概率統(tǒng)計(jì)課堂上,許多的教師不愿花時間做數(shù)學(xué)實(shí)驗(yàn),一方面原因是覺得耽誤時間,完成不了教學(xué)任務(wù),另一方面是對于數(shù)學(xué)實(shí)驗(yàn)教學(xué)無法著手做。所以結(jié)合上述情況,本文提出了相應(yīng)的教學(xué)策略及設(shè)計(jì)了相應(yīng)的教學(xué)案例進(jìn)行研究。本研究結(jié)合日常在初中數(shù)學(xué)教學(xué)中的實(shí)踐經(jīng)歷,一共分為5章,第一章闡述了論文的選題背景、研究的問題;第二章通過文獻(xiàn)綜述,介紹已有的數(shù)學(xué)實(shí)驗(yàn)在概率統(tǒng)計(jì)教學(xué)中應(yīng)用的現(xiàn)狀;第三章通過查閱相關(guān)資料,以及對初中教材的細(xì)讀,闡述數(shù)學(xué)實(shí)驗(yàn)在概率統(tǒng)計(jì)教學(xué)中的類型和實(shí)施數(shù)學(xué)實(shí)驗(yàn)教學(xué)的必要性和可行性;第四章是本研究的主要內(nèi)容,一方面是闡述本研究的理論基礎(chǔ),另一方面闡述數(shù)學(xué)實(shí)驗(yàn)在概率統(tǒng)計(jì)教學(xué)中應(yīng)用策略,主要涉及教學(xué)環(huán)境、教師教學(xué)、學(xué)生學(xué)習(xí)三個維度及相關(guān)案例設(shè)計(jì)和應(yīng)用;第五章總結(jié)并反思上述研究。通過研究發(fā)現(xiàn),在概率統(tǒng)計(jì)章節(jié)的教學(xué)中,數(shù)學(xué)實(shí)驗(yàn)的應(yīng)用類型主要有借助計(jì)算機(jī)進(jìn)行模擬實(shí)驗(yàn)和借助教具等實(shí)物進(jìn)行實(shí)驗(yàn)。數(shù)學(xué)實(shí)驗(yàn)應(yīng)用于概率統(tǒng)計(jì)教學(xué)中是有必要的,能夠使得概率統(tǒng)計(jì)相關(guān)概念變得直觀,能夠鍛煉學(xué)生的應(yīng)用意識和動手操作的能力;現(xiàn)代信息技術(shù)在數(shù)學(xué)課堂中的應(yīng)用,教師教學(xué)方式和學(xué)生學(xué)習(xí)方式的改革,使得數(shù)學(xué)實(shí)驗(yàn)應(yīng)用于概率統(tǒng)計(jì)教學(xué)是可行的。實(shí)施數(shù)學(xué)實(shí)驗(yàn)教學(xué)的實(shí)施可以注意從下面的策略來思考:(1)合理的使用計(jì)算機(jī)進(jìn)行數(shù)學(xué)實(shí)驗(yàn)的展示;(2)注重?cái)?shù)學(xué)思想的滲透,主要包含概率統(tǒng)計(jì)中的統(tǒng)計(jì)思想,隨機(jī)思想,數(shù)學(xué)模型的思想;(3)注重?cái)?shù)學(xué)實(shí)驗(yàn)的趣味性,主要包含兩個內(nèi)容,一是數(shù)學(xué)實(shí)驗(yàn)的選材要有趣,二是數(shù)學(xué)實(shí)驗(yàn)采用的實(shí)驗(yàn)工具要有趣;(4)注重培養(yǎng)學(xué)生的動手操作能力和應(yīng)用意識;(5)注重創(chuàng)設(shè)好的實(shí)驗(yàn)環(huán)境。
[Abstract]:Under the traditional "score" policy, mathematics, as an effective means to cultivate students' thinking ability, is only reflected in the students' ability to solve problems or the results of the math test, but under the initiative of the new curriculum reform, The mathematics classroom teaching should pay attention to arousing students' interest in learning, paying attention to students' hands-on practice, so that students can have enough time and space to experience observation, experiment and other mathematical activities. Mathematics experiment is a kind of inquiry learning method based on students' active participation, and it is also an efficient teaching method, which is especially important for the cultivation of students' application consciousness and innovation consciousness. Statistics and probability is one of the important contents of mathematics study in junior high school, which is widely used in real life. In the teaching of probability statistics, students are required to understand the relationship between frequency and probability, the relationship between sample and population, the possibility of random events, and the process of data collection and collation. The use of mathematical experiment teaching can make students experience the whole process of data statistics and feel the randomness of events. It can be seen that mathematical experiment is very important in probability and statistics teaching. However, in the realistic probability and statistics class, many teachers are unwilling to spend time doing mathematical experiments, on the one hand, because they feel that the time is delayed and can not complete the teaching tasks, on the other hand, they cannot do it for the mathematics experiment teaching. Therefore, combining the above situation, this paper puts forward the corresponding teaching strategy and designs the corresponding teaching case to carry on the research. This research combined with the daily experience in junior high school mathematics teaching, a total of five chapters, the first chapter describes the background of the thesis, research issues; The second chapter introduces the current situation of the application of mathematical experiments in probability and statistics teaching through literature review. The third chapter, through consulting relevant materials and reading the junior high school textbooks, expounds the types of mathematical experiments in probability and statistics teaching and the necessity and feasibility of carrying out mathematical experimental teaching. The fourth chapter is the main content of this study, on the one hand is to elaborate the theoretical basis of this study, on the other hand, the application of mathematical experiments in probability and statistics teaching strategies, mainly related to the teaching environment, teacher teaching, Students learn three dimensions and relevant case design and application; Chapter five summarizes and reflects on the above research. Through the research, it is found that in the teaching of probability and statistics chapter, the main application types of mathematical experiments are computer simulation experiments and teaching aids and other physical experiments. It is necessary to apply mathematical experiment to the teaching of probability and statistics, which can make the related concepts of probability and statistics intuitionistic, and can exercise the students' application consciousness and the ability of hands-on operation. The application of modern information technology in mathematics classroom and the reform of teachers' teaching methods and students' learning methods make it feasible to apply mathematical experiments to probability and statistics teaching. The implementation of mathematical experiment teaching can be considered from the following strategies: (1) the reasonable use of computer for mathematical experiment display; (2) pay attention to the infiltration of mathematical thought, including the statistical thought of probability and statistics, the thought of random and the thought of mathematical model; (3) paying attention to the interest of mathematical experiment, mainly contains two contents, one is that the material selection of mathematical experiment should be interesting, the other is that the experimental tool used in mathematical experiment should be interesting, (4) paying attention to cultivating the students' practical operation ability and application consciousness; (5) pay attention to creating good experimental environment.
【學(xué)位授予單位】：重慶師范大學(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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