本文關(guān)鍵詞：初中大班額數(shù)學(xué)差異教學(xué)實驗研究　出處：《陜西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 初中數(shù)學(xué) 大班額 差異教學(xué) 隱形差異分層教學(xué)

【摘要】：初中數(shù)學(xué)教學(xué)是基礎(chǔ)教育階段學(xué)生思維形成的一個重要環(huán)節(jié),在傳統(tǒng)班級教學(xué)的“統(tǒng)一內(nèi)容、統(tǒng)一進度、統(tǒng)一目標(biāo)要求、統(tǒng)一評價標(biāo)準(zhǔn)”等無視學(xué)生個體差異的教法影響下,學(xué)生的數(shù)學(xué)學(xué)習(xí)隨著年級的遞升呈現(xiàn)出兩極分化日益明顯的趨勢。因此,在大班額教學(xué)過程中,如何照顧學(xué)生的個體差異----使他們都能在原來的基礎(chǔ)上得到最大程度的發(fā)展,促使每一位學(xué)生盡量都學(xué)習(xí)到屬于自己的不同的數(shù)學(xué)。因此,在初中階段實施數(shù)學(xué)學(xué)科方面的差異教學(xué),就顯得尤為必要。差異教學(xué)的目的不是為了消滅差異,而是為了每一位學(xué)生的可持續(xù)發(fā)展,是為了發(fā)展良性差異,縮小不良差異,這里提到的每一位學(xué)生不是讓所有的學(xué)生都能達(dá)到同樣的水平,而是遵循教育教學(xué)的規(guī)律,挖掘出每一位學(xué)生的潛能,讓每一位學(xué)生在其原有的基礎(chǔ)上得到相對充分點的發(fā)展。為了讓學(xué)生在學(xué)習(xí)中能真正培養(yǎng)自己的能力,讓學(xué)生在學(xué)習(xí)真正感受到快樂,需要教師在其教學(xué)理念和教學(xué)方式上都有所改變,以滿足不同學(xué)生發(fā)展的需要,所以客觀上也就要求我們老師關(guān)注學(xué)生的差異,讓不同的學(xué)生能夠在學(xué)習(xí)中獲得滿足,體會到學(xué)習(xí)的樂趣,最終提高個體的能力。在大班額中實施差異教學(xué),對于每一位老師來說,是一個循序漸進的教學(xué)實踐過程,更不是一蹴而就的。它的實施效果需要在探索的過程中,不斷的總結(jié)經(jīng)驗,完善教學(xué)的模式,從而更好地調(diào)動學(xué)生學(xué)習(xí)的積極性與主動性,滿足不同個體的不同學(xué)習(xí)需求。關(guān)于差異教學(xué)的研究目前已經(jīng)取得了豐碩的成果,而差異教學(xué)的主要優(yōu)勢在于能夠切實關(guān)注到每個學(xué)生的個體差異,從而實施與之相適應(yīng)的教學(xué),它的不足之處在于忽視了學(xué)生的自尊心和自信心。本文針對差異教學(xué)在實施過程中的一系列弊端,嘗試提出隱形差異分層教學(xué)的實驗思路。所謂隱形差異分層教學(xué)就是,為了滿足不同差異層次學(xué)生發(fā)展的需要,在一個自然班內(nèi),教師綜合考慮學(xué)生原有的基礎(chǔ)、興趣愛好、智力特點以及學(xué)習(xí)潛力等方面?zhèn)�性化差異的具體情況,“暗中”把水平相當(dāng)?shù)�、在某些方面相類似的學(xué)生歸結(jié)為一類“層次”,并且把他們分配在不同的類別里,采用內(nèi)在尺度法對學(xué)生實施有針對性的教學(xué),以促進學(xué)生的最優(yōu)化發(fā)展。本文共分為五個章節(jié)。在第一章中,本文首先分析了差異教學(xué)教學(xué)研究的緣起以及研究的方法、研究的思路和研究的意義。在第二章對差異教學(xué)研究進行了文獻(xiàn)綜述,分析了差異教學(xué)的理論基礎(chǔ)研究和內(nèi)涵,以及國內(nèi)外差異教學(xué)的研究現(xiàn)狀,嘗試分析其在發(fā)展過程中的不足之處。第三章則重點強調(diào)了初中數(shù)學(xué)差異教學(xué)是如何設(shè)計實施的,闡釋了差異教學(xué)的基本原則以及差異教學(xué)的教學(xué)策略。第四章以本人所實驗的學(xué)校班級為研究對象進行了實驗研究,研究了實驗假設(shè)、實驗對象,并對變量進行了分析,對無關(guān)變量進行了控制,以具體的課堂實例闡釋了如何對學(xué)生差異教學(xué)的操作,最后進行了實驗數(shù)據(jù)的收集和分析。第五章是實驗結(jié)果與討論,在實驗結(jié)果分析的基礎(chǔ)上分析差異教學(xué)的優(yōu)勢,以及對數(shù)學(xué)教學(xué)的啟示。從初中大班額數(shù)學(xué)差異教學(xué)實驗研究的結(jié)果可以明顯得出,此次實驗的實施,在一定程度上滿足了不同學(xué)生個體發(fā)展的需要,較好地處理了集體與個體之間因材施教方面的矛盾,在提高學(xué)生學(xué)業(yè)成績、學(xué)生學(xué)習(xí)興趣及學(xué)習(xí)的自信心的同時,也培養(yǎng)了他們的自我學(xué)習(xí)的能力、交往合作的能力以及集體榮譽感,并且使教師與學(xué)生的師生關(guān)系、同學(xué)之間的生生關(guān)系變得更為和諧。
[Abstract]:Junior high school mathematics teaching is an important part of students' thinking in basic education form, in their individual differences affect the traditional class teaching of "unified content, unified schedule, unified requirements, unified evaluation standard" ignore the teaching, students learn mathematics with grade ascending showing a polarization trend has become increasingly evident. Therefore, how to take care of individual differences in the teaching process of large classes, so that they can get the maximum development on the original basis, and urge every student to learn their own different mathematics as much as possible. Therefore, it is particularly necessary to carry out the differential teaching of mathematics in junior middle school. The difference teaching aim is not to eliminate differences, but to the sustainable development of each student, in order to develop benign differences, reduce bad difference, every student mentioned here is not to let all the students can reach the same level, but to follow the law of education and teaching to dig out every students' potential. Let each student develop relatively full point on the basis of its original. In order to let the students can really develop their ability in learning, make students really feel happy, teachers need to change the teaching ideas and teaching methods, to meet the different needs of students' development, so the difference objectively requires us to pay attention to the teacher students, let the students can get meet in the process of learning, to experience the fun of learning, and ultimately improve the individual ability. The implementation of differential teaching in the large class is a gradual process of teaching practice for every teacher, and it is not a single step. Its implementation effect needs to sum up experience and improve teaching mode in the process of exploration, so as to better arouse students' learning enthusiasm and initiative and satisfy different individual learning needs. Study on the difference of teaching has achieved fruitful results, but the main advantage of difference teaching is to pay attention to the individual differences of each student, in order to implement the corresponding teaching, its shortcoming lies in the neglect of students' self-esteem and self-confidence. Aiming at a series of drawbacks in the implementation of differential teaching, this paper tries to put forward the experimental idea of stealth difference teaching. The so-called hidden differences is the hierarchical teaching, in order to meet the needs of different levels of students' development, in a natural class, considering the specific situation of the teachers and students' original interest, intelligence characteristics and learning potential aspects of individual differences, the "secret" level, in some aspects similar to the students down as a kind of "level", and put them in a different category, the implementation of targeted teaching for students with internal standard method, in order to promote the optimization of development of students. This article is divided into five chapters. In the first chapter, this article first analyzes the origin of the research on the teaching of differential teaching, the method of research, the thinking of the research and the significance of the research. In the second chapter, we made a literature review on the research of differentiated instruction, analyzed the theoretical basis and the connotation of differentiated instruction, and the current situation of differentiated teaching at home and abroad, trying to analyze its shortcomings in the development process. The third chapter emphasizes how the mathematics differential teaching in junior high school is designed and implemented, explains the basic principles of differential teaching and the teaching strategy of differential teaching. Experimental study was carried out in the fourth chapter I experimental school classes as the research object, research hypothesis, experimental subjects, and the variables are analyzed, the independent variables were controlled, with examples of classroom specific interpretation of how the differences between students and teaching operation, finally collect and analyze the experimental data of. The fifth chapter is the result and discussion of the experiment. On the basis of the analysis of the experimental results, it analyzes the advantages of the differential teaching and the enlightenment to the teaching of mathematics. From the experimental study of junior high school mathematics teaching of the large amount of difference results was obtained, the implementation of the experiment, to a certain extent to meet the needs of different students' individual development, effectively deal with the contradiction between the collective and individual teaching students in accordance with their aptitude, to improve learning interest and academic achievement, students' self-confidence and cultivate the ability of communication and cooperation, and their self learning and collective sense of honor, and the teacher-student relationship between teachers and students, students become more harmonious relationship between students.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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本文編號：1338773