【摘要】：初中數(shù)學教育在基礎教育中占據(jù)重要地位,新課程標準的提出引起了各界對初中數(shù)學教學改革的論爭,我國初中數(shù)學的教育理念仍有待改進,初中數(shù)學課程體系需要與時俱進地進行改革與發(fā)展.為此,張景中院士提出“重建三角”初中教學改革的建議,近年來“重建三角”初中數(shù)學改革項目按照“先試驗、后推廣”的原則在廣州、成都、上海、貴州、四川、沈陽等地區(qū)開展小面積改革實驗.為了進一步推進初中“重建三角”改革實踐,本論文對當前“重建三角”教學實踐現(xiàn)狀進行研究.本論文主要對“重建三角”教學改革實踐進行了理論探討,分析其提出背景及需要,整理出現(xiàn)有的“重建三角”教學改革整合方案并研究了其在數(shù)學中考的應用;同時對“重建三角”初中教學改革實踐進行現(xiàn)狀研究,采用問卷調(diào)查、測試、訪談、課堂觀察等方法從師生的視角了解“重建三角”教學改革在城市和農(nóng)村的實踐情況.從教師對“重建三角”教學改革的態(tài)度、學習培訓情況、教學情況這三個方面了解教師的教學現(xiàn)狀,從學生對“重建三角”教學改革的情感態(tài)度、對“重建三角”教學內(nèi)容的認識與理解、學習表現(xiàn)這三個方面研究學生的學習現(xiàn)狀,分析總結(jié)現(xiàn)階段取得的教學效果,發(fā)現(xiàn)存在的問題,并為“重建三角”下一階段的推廣給出可行性建議及初步研究出“重建三角”與滬教版初中數(shù)學教材的整合方案.本研究得到以下結(jié)論:81.8%的學生對“重建三角”教學改革表示贊同和喜歡,認為正弦的新定義直觀簡單,對“重建三角”教學方案知識內(nèi)容編排體現(xiàn)連貫性和整體性表示出較高的認同感.學生對“重建三角”教學的態(tài)度及其方案知識編排的理解在性別、學習能力水平、不同學校之間不存在顯著性差異.82.4%的學生對所學的“重建三角”知識內(nèi)容掌握得較好,但是在知識運用方面還需加強.不同基礎層次的學生其學習表現(xiàn)和學習效果有顯著性差異,學習能力水平好的學生對“重建三角”的學習表現(xiàn)更好,對其成績、解題能力的影響更加顯著.“重建三角”教學改革實踐提高了學生的幾何解題能力,同時增強了學生對數(shù)學學習的興趣和自信心.另一方面,“重建三角”教學改革更新了教師的教學觀和增進了教師的學科知識水平.針對調(diào)查中發(fā)現(xiàn)的問題,筆者提出以下建議:加快“重建三角”教學方案的完善,在整合教材的基礎上用教學法進一步加工,潤色,增強趣味性和可讀性;城市地區(qū)與農(nóng)村地區(qū)的教材整合要根據(jù)學生水平補充教學內(nèi)容,在農(nóng)村學校不宜增加梅涅勞斯定理、余切等過于難和復雜的內(nèi)容;開發(fā)與“重建三角”教學方案配套的練習,對現(xiàn)有題目二次開發(fā)并形成有難度梯度的習題庫;發(fā)揮經(jīng)驗型教師的引領作用,“自下而上”進行師資培訓,加強教師的理論認識和“超級畫板”技術(shù)平臺的應用;關(guān)注課堂教學,注重教學內(nèi)容的組織,提高教學效率.
文內(nèi)圖片：
圖片說明：喜歡“重建三角”教學的各原因百分比
[Abstract]:The mathematics education of junior middle school occupies an important position in basic education. The introduction of the new curriculum standard gives rise to the debate about the teaching reform of the junior middle school. The education concept of the mathematics in junior middle school is still to be improved, and the middle school mathematics curriculum system needs to be reformed and developed with the times. To this end, the Academician Zhang Jingzhong put forward the suggestion of the teaching reform of the "reconstruction triangle" junior middle school. In recent years, the "reconstruction triangle" 's mathematics reform project has carried out small-area reform experiment in Guangzhou, Chengdu, Shanghai, Guizhou, Sichuan and Shenyang in accordance with the principle of the "First test, post-extension". In order to further advance the practice of junior high school "reconstruction triangle" reform, this paper studies the current situation of the current "reconstruction triangle" teaching practice. This paper mainly discusses the practice of the reform of the "reconstruction triangle", analyzes the background and needs of the "reconstruction triangle", and makes a study of the application of the "reconstruction triangle" teaching reform in mathematics, and studies the current situation of the teaching reform of the "reconstruction triangle" in the middle school. This paper uses the methods of questionnaire, test, interview and classroom observation to understand the practical situation of the "reconstruction triangle" teaching reform in urban and rural areas from the perspective of the teachers and students. From the three aspects of the teacher's attitude to the teaching reform of the "reconstruction triangle", the study and training, the teaching situation, the teaching status of the teacher, the emotional attitude of the students to the teaching reform of the "reconstruction triangle", the understanding and understanding of the teaching content of the "reconstruction triangle", This paper studies the current situation of the students in the three aspects, analyzes and summarizes the teaching effect obtained at the present stage, and finds the existing problems, and gives the feasibility proposal for the next stage of the "reconstruction triangle" and the initial study of the whole-in-one scheme of the "reconstruction triangle" and the Shanghai teaching version of the junior high school mathematics teaching material. The following conclusions are obtained in this study: 81.8% of the students agree and enjoy the teaching reform of the "reconstruction triangle", and think the new definition of the sine is intuitive and simple, and the consistency and the integrity of the knowledge content of the "reconstruction triangle" teaching scheme show a high sense of identity. There is no significant difference between the students' attitude to the "reconstruction triangle" teaching and the understanding of the program knowledge, and there is no significant difference between the different schools. 82.4% of the students have a better understanding of the knowledge of the "reconstruction triangle", but also need to be strengthened in the application of knowledge. The students with different basic levels have a significant difference in their learning performance and learning effect, and the students with good learning ability are better in the learning performance of the reconstruction triangle, and the effect on the students' ability to solve problems is more significant. The practice of "reconstruction triangle" teaching reform has improved the students' ability to solve the problem, and at the same time, the students' interest and self-confidence in the study of mathematics are enhanced. On the other hand, the teaching reform of the "reconstruction triangle" has updated the teacher's view of teaching and the level of the teacher's subject knowledge. In view of the problems found in the investigation, the author puts forward the following suggestions: to speed up the improvement of the "reconstruction triangle" teaching plan, to further process, improve the interest and the readability with the teaching method on the basis of the whole course of teaching materials; The teaching materials in urban areas and rural areas should supplement the teaching content according to the level of the students. In the rural schools, it is not appropriate to increase the complexity of the Menelaus's theorem and the residual cutting, etc., and the practice of supporting the "reconstruction triangle" teaching plan should be developed. The development of the existing subject and the formation of the difficulty gradient of the problem library; the leading role of the experience-type teacher, the "Bottom-up" of the teacher training, the strengthening of the teacher's theoretical understanding and the application of the "Super-drawing board" technology platform, the attention to the classroom teaching, the organization of the teaching content and the improvement of the teaching efficiency.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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