本文關(guān)鍵詞：高中生函數(shù)學(xué)習(xí)現(xiàn)狀的調(diào)查研究　出處：《東北師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中生 函數(shù)學(xué)習(xí)現(xiàn)狀 評(píng)價(jià) 調(diào)查研究

【摘要】：新課改背景下,平時(shí)的教育教學(xué)工作中,老師要多關(guān)注學(xué)生,堅(jiān)持以學(xué)生為主體。對(duì)學(xué)生學(xué)習(xí)現(xiàn)狀的研究,非常符合新課改的要求。函數(shù)是高中數(shù)學(xué)的核心內(nèi)容,學(xué)生學(xué)好了函數(shù),不僅有助于其他知識(shí)的習(xí)得,還有助于提升他們的數(shù)學(xué)思維,為后續(xù)學(xué)習(xí)打下堅(jiān)實(shí)基礎(chǔ)。本文主要是對(duì)高中生函數(shù)學(xué)習(xí)現(xiàn)狀進(jìn)行調(diào)查研究。調(diào)查的對(duì)象是云南省玉溪第三中學(xué)的高一、高二文科、高二理科、高三文科、高三理科五類學(xué)生。以問(wèn)卷的形式對(duì)這五類學(xué)生進(jìn)行調(diào)查。調(diào)查問(wèn)卷主要包括兩部分的內(nèi)容：一部分是關(guān)于學(xué)生函數(shù)相關(guān)知識(shí)學(xué)習(xí)程度的問(wèn)題,另一部分是關(guān)于學(xué)生對(duì)學(xué)習(xí)函數(shù)的看法、態(tài)度,即非認(rèn)知因素的問(wèn)題。問(wèn)卷以客觀題的形式呈現(xiàn),問(wèn)題的選項(xiàng)設(shè)置是固定的。第一部分關(guān)于學(xué)生函數(shù)相關(guān)知識(shí)學(xué)習(xí)程度的問(wèn)題,選項(xiàng)設(shè)置分為5個(gè)層次：1.非常好,2.較好,3.一般,4.不好,5.非常不好,并作出相應(yīng)的解釋。第二部分關(guān)于學(xué)生學(xué)習(xí)函數(shù)非認(rèn)知因素的問(wèn)題,選項(xiàng)設(shè)置也分為5個(gè)層次：1.非常符合,2.比較符合,3.一般符合,4.不太符合,5.完全不符合。學(xué)生根據(jù)自己的實(shí)際情況,選出符合自己的選項(xiàng)。通過(guò)運(yùn)用Excel、SPSS軟件對(duì)數(shù)據(jù)進(jìn)行分析,得出一些結(jié)論。分別對(duì)五類學(xué)生的數(shù)據(jù)進(jìn)行統(tǒng)計(jì),對(duì)函數(shù)相關(guān)知識(shí)學(xué)習(xí)評(píng)價(jià)的數(shù)據(jù)中,可以發(fā)現(xiàn)他們?cè)诤瘮?shù)相關(guān)知識(shí)學(xué)習(xí)評(píng)價(jià)上的差異；對(duì)學(xué)習(xí)函數(shù)非認(rèn)知因素問(wèn)題評(píng)價(jià)的數(shù)據(jù)中,可以發(fā)現(xiàn)他們對(duì)學(xué)習(xí)函數(shù)興趣高低,壓力、困難程度的認(rèn)識(shí),解決問(wèn)題的能力強(qiáng)弱等,這些為老師的教學(xué)提供一些現(xiàn)實(shí)依據(jù)。對(duì)五類學(xué)生函數(shù)相關(guān)知識(shí)學(xué)習(xí)程度的綜合分析,可以發(fā)現(xiàn)選擇“1”和“2”兩項(xiàng),即對(duì)函數(shù)學(xué)習(xí)評(píng)價(jià)較好的累積百分比,從高到低,依次是高三理科生、高三文科生、高二理科生、高一學(xué)生、高二文科生。選擇“4”和“5”兩項(xiàng),即對(duì)函數(shù)學(xué)習(xí)評(píng)價(jià)不好的累積百分比,從高到低,依次是高二文科生、高一學(xué)生、高三文科生、高二理科生、高三理科生。對(duì)五類學(xué)生學(xué)習(xí)函數(shù)非認(rèn)知因素評(píng)價(jià)的綜合分析,從學(xué)習(xí)興趣來(lái)看,高三理科生學(xué)習(xí)興趣最高,高二文科生最低,其余三類學(xué)生介于之間；從學(xué)習(xí)函數(shù)壓力大,函數(shù)難理解、抽象,看不懂題目幾方面來(lái)看,高三文科生比較贊同,高三理科生贊同度最低,介于之間的分別是高二文科生、高一學(xué)生、高二理科生。從解決函數(shù)問(wèn)題的能力來(lái)看,高三理科生最高,高二文科生最低,其余三類學(xué)生介于之間。對(duì)全體高中生函數(shù)學(xué)習(xí)提出的建議是：1.加強(qiáng)函數(shù)相關(guān)知識(shí)背景的學(xué)習(xí),2.加強(qiáng)函數(shù)模型及其應(yīng)用的學(xué)習(xí),3.函數(shù)學(xué)習(xí)過(guò)程中應(yīng)當(dāng)加強(qiáng)知識(shí)遷移能力的培養(yǎng),4.培養(yǎng)學(xué)生函數(shù)知識(shí)體系建構(gòu)的能力,5.培養(yǎng)學(xué)生運(yùn)用計(jì)算器、計(jì)算機(jī)等信息技術(shù)對(duì)函數(shù)進(jìn)行學(xué)習(xí)的能力,6.培養(yǎng)學(xué)生把平時(shí)遇到的某些問(wèn)題轉(zhuǎn)化為函數(shù)問(wèn)題來(lái)解決的能力。還分別給每一類學(xué)生提出一些具體學(xué)習(xí)函數(shù)的建議。
[Abstract]:Under the background of the new curriculum reform, the teachers should pay more attention to the students and insist on the students as the main body in the normal education and teaching work. The study of the present situation of the students is in line with the requirements of the new curriculum reform. Function is the core content of high school mathematics. Students learn function well, not only helps to acquire other knowledge, but also helps to improve their mathematical thinking and lay a solid foundation for subsequent learning. This article is mainly to investigate the status of high school students' function learning. The object of the survey is five classes of students of high school, high school of science, science of senior two, high school of Arts and science of high school in the third middle school of Yuxi, Yunnan province. The five types of students were investigated in the form of a questionnaire. The questionnaire mainly consists of two parts: one is about the learning degree of students' function related knowledge, the other is about students' attitude and attitude towards learning function, that is, the problem of non cognitive factors. The questionnaire is presented in the form of objective questions, and the selection of the questions is fixed. The first part is about the learning degree of students' function related knowledge. The setting of option is divided into 5 levels: 1., very good, 2. is better, 3. is general, 4. is not good, 5. is very bad, and make corresponding explanation. The second part is about the non cognitive factors of student learning function. The option settings are also divided into 5 levels: 1. is very consistent, 2. is more consistent, 3. is generally consistent, 4. is not very consistent, 5. is totally out of line. Students choose their own options according to their own actual situation. The data are analyzed by using Excel and SPSS software, and some conclusions are drawn. Of five students for statistical data, the function of knowledge learning evaluation data, they can be found in the relevant function difference evaluation on knowledge learning; learning evaluation function of non cognitive factors of data, they can be found on the learning function of interest level, the knowledge of stress, the degree of difficulty to solve the problem. Ability, these provide some realistic basis for the teacher's teaching. A comprehensive analysis of the five types of students learning function related knowledge level, can be found in "1" and "2" two, the cumulative percentage of good evaluation function learning, from high to low, followed by middle school science students, liberal arts students and science students, high school students, two students of liberal arts. Choose two items of "4" and "5", that is, the cumulative percentage of bad learning of function learning, from high to low, followed by sophomore liberal arts students, senior one students, junior high school liberal arts students, sophomore science students and senior three science students. Comprehensive analysis of non cognitive factors of the evaluation function of five types of students from learning, learning interest, learning interest of the highest grade middle school science students, liberal arts students minimum, between the remaining three categories of students from the function of pressure between; learning function, difficult to understand, abstract, cannot read a few questions in terms of Liberal Arts in comparison with. Middle school science students agree with the lowest, in between are senior high school students, liberal arts students and science students in senior high school. From the ability to solve the problem of function, the top three science students are the highest, the high school students are the lowest, the other three kinds of students are between. The function of learning and put forward suggestions for all high school: 1. to strengthen the function of knowledge learning, strengthen the 2. function model and its application study, 3. function learning process should strengthen the cultivation of the ability of knowledge transfer, cultivate the ability of students to construct knowledge system of 4. functions, 5. students use calculators, computers and other information technology learning the ability to cultivate students' ability to function 6., some problems usually encountered into function to solve the problem of the. It also puts forward some specific learning functions to each class of students.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 楊悅;高中函數(shù)教學(xué)的研究[D];遼寧師范大學(xué);2005年

，

本文編號(hào)：1341276