【摘要】：教材是數(shù)學(xué)教學(xué)最常用的工具之一,而它的關(guān)鍵模塊之一則是例題。因此,教學(xué)的效果怎樣,很大程度上取決于教師對(duì)教材例題的使用。為了解高中數(shù)學(xué)的教學(xué)現(xiàn)狀,需要對(duì)教師對(duì)教材例題的認(rèn)識(shí)和使用情況有所研究。本研究從蘇教版高中數(shù)學(xué)教材出發(fā),通過(guò)問(wèn)卷法、課例分析法、訪談法調(diào)查了數(shù)學(xué)教師對(duì)教材例題的滿意程度和使用情況,依此向高中數(shù)學(xué)老師給出相關(guān)的一些建議。問(wèn)卷法主要考察了常州市和無(wú)錫市的一些教師,大致知道了高中教師對(duì)教材例題的認(rèn)識(shí)和使用情況。課例分析法選取了《函數(shù)的零點(diǎn)》、《任意角》、《等差數(shù)列的前n項(xiàng)和》三個(gè)課例,通過(guò)深入真實(shí)的課堂,根據(jù)對(duì)課堂教學(xué)真實(shí)情境的考察,掌握教材例題的處理方式。訪談法選取了常州市具有代表性的三所高中各4名教師進(jìn)行咨詢。考察了不同學(xué)校的數(shù)學(xué)老師對(duì)教材例題的認(rèn)識(shí)和使用方式上的共性和差異性,深入認(rèn)識(shí)各自使用例題的意圖。研究的結(jié)論:在認(rèn)識(shí)上,教師對(duì)教材例題并不是完全認(rèn)可,總體在“滿意”和“基本滿意”之間。其中教師對(duì)教材例題的一般性、科學(xué)性評(píng)價(jià)很高,對(duì)教材例題的難度、題量等評(píng)價(jià)較低。在使用情況上,在實(shí)際教學(xué)中,有大約50%的例題來(lái)源于教材。其中,教材例題主要用于概念鞏固和解題示范,通常會(huì)經(jīng)過(guò)變式之后再使用,對(duì)它們的直接使用較少。研究的建議:教師要進(jìn)一步認(rèn)清例題的關(guān)鍵性,要繼續(xù)提高自己的專業(yè)水準(zhǔn)。對(duì)于教材例題題量過(guò)少、難度偏簡(jiǎn)單的情況,教師要根據(jù)學(xué)生的接受能力,對(duì)教材例題加以合理的變式,得到適切于學(xué)生的問(wèn)題,才能充分實(shí)現(xiàn)教材例題的價(jià)值。
[Abstract]:Teaching material is one of the most commonly used tools in mathematics teaching, and one of its key modules is an example. Therefore, the effect of teaching depends to a great extent on the use of examples of teaching materials. In order to understand the present situation of mathematics teaching in senior high school, it is necessary to study teachers' understanding and use of teaching materials. Based on the teaching materials of senior high school, this study investigated the degree of satisfaction and application of mathematics teachers to the examples of teaching materials by questionnaire, case analysis and interview, and gave some relevant suggestions to senior high school mathematics teachers. The questionnaire method mainly investigates some teachers in Changzhou and Wuxi, and knows about the understanding and use of the textbook examples by senior high school teachers. The method of lesson case analysis selects "Zero of function", "arbitrary angle", "the first n items of < equal difference series" and > three lesson examples, through deep into the real classroom, according to the investigation of the real situation of classroom teaching, grasps the way of dealing with the example of teaching material. The interview method selected four teachers from three representative high schools in Changzhou City to consult. This paper investigates the generality and difference in the understanding and use of examples of teaching materials by mathematics teachers in different schools, and deeply understands the intention of using examples in different schools. The conclusion of the study is that teachers do not fully agree with the examples of teaching materials, but generally between "satisfaction" and "basic satisfaction". Among them, teachers have a high scientific evaluation of the textbook examples, and low evaluation of the difficulty and quantity of the textbook examples. In practical teaching, about 50% of the examples come from teaching materials. The examples of teaching materials are mainly used for conceptual consolidation and problem solving demonstration, which are usually used after variation, but less in direct use. Research advice: teachers should further understand the key of the example and continue to improve their professional standards. For the situation that the textbook examples are too small and the difficulty is too simple, according to the students' receptive ability, the teachers should make a reasonable variation of the textbook examples to get the appropriate problems for the students, so that the value of the textbook examples can be fully realized.
【學(xué)位授予單位】：南京師范大學(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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