本文選題：數(shù)學(xué)問(wèn)題　切入點(diǎn)：問(wèn)題情境教學(xué)　出處：《洛陽(yáng)師范學(xué)院》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：初中生對(duì)于數(shù)學(xué)知識(shí)的理解必須依靠某些經(jīng)驗(yàn)背景，創(chuàng)設(shè)必要的問(wèn)題情境可以有效的促進(jìn)學(xué)生思維向形式運(yùn)算階段的過(guò)渡，問(wèn)題情境教學(xué)符合學(xué)生的心理特點(diǎn)及認(rèn)知特點(diǎn).數(shù)學(xué)問(wèn)題情境在數(shù)學(xué)教學(xué)中必不可少，對(duì)所創(chuàng)設(shè)的問(wèn)題情境效果進(jìn)行評(píng)價(jià)也是非常重要的一環(huán). 本文首先介紹了研究背景、研究問(wèn)題和研究的意義，對(duì)數(shù)學(xué)問(wèn)題情境教學(xué)和數(shù)學(xué)問(wèn)題情境教學(xué)的評(píng)價(jià)進(jìn)行了界定，對(duì)國(guó)內(nèi)外的研究現(xiàn)狀進(jìn)行分析.在研究過(guò)程中，以建構(gòu)主義學(xué)習(xí)與教學(xué)理論、情境認(rèn)知學(xué)習(xí)理論、最近發(fā)展區(qū)理論、多元智能理論和教育評(píng)價(jià)理論作為本文研究的理論基礎(chǔ).以問(wèn)題情境教學(xué)的理論知識(shí)、教學(xué)目標(biāo)以及課程標(biāo)準(zhǔn)為準(zhǔn)則，對(duì)當(dāng)堂教學(xué)活動(dòng)及其效果進(jìn)行診斷評(píng)價(jià). 本研究主要采用定性數(shù)據(jù)與定量數(shù)據(jù)相結(jié)合的方式進(jìn)行研究.問(wèn)卷中定性數(shù)據(jù)主要是指研究對(duì)象的品質(zhì)特征，如教師和學(xué)生的性別、教師的職稱、學(xué)生的年級(jí)以及師生對(duì)問(wèn)題的看法等.問(wèn)卷中定量數(shù)據(jù)描述的是研究對(duì)象的數(shù)量特征，如師生的年齡、教師的教齡和學(xué)生的成績(jī)等.根據(jù)數(shù)理統(tǒng)計(jì)中的獨(dú)立樣本均值檢驗(yàn)和皮爾遜卡方檢驗(yàn)法，，對(duì)學(xué)生當(dāng)堂的測(cè)驗(yàn)成績(jī)和階段性成績(jī)進(jìn)行分析. 根據(jù)問(wèn)卷分析和實(shí)驗(yàn)結(jié)果得出：采用問(wèn)題情境教學(xué)與否所產(chǎn)生的教學(xué)效果是有所差異的.不同的問(wèn)題情境教學(xué)方法產(chǎn)生的教學(xué)效果也不相同.本文最后制定問(wèn)題情境教學(xué)的原則和教學(xué)效果評(píng)價(jià)標(biāo)準(zhǔn).數(shù)學(xué)問(wèn)題情境教學(xué)的原則要求具有趣味性、生活化、最大關(guān)聯(lián)性、真實(shí)性以及合作性.評(píng)價(jià)標(biāo)準(zhǔn)主要從數(shù)學(xué)問(wèn)題情境教學(xué)中情境的來(lái)源、問(wèn)題情境教學(xué)的內(nèi)容、問(wèn)題情境的課堂呈現(xiàn)形式和語(yǔ)言表述、問(wèn)題情境的內(nèi)在邏輯性等方面制定數(shù)學(xué)問(wèn)題情境教學(xué)效果的評(píng)價(jià)標(biāo)準(zhǔn).
[Abstract]:The understanding of mathematics knowledge of junior high school students must depend on some empirical background, and the creation of necessary problem situations can effectively promote the transition of students' thinking to the stage of formal operation. The problem situation teaching accords with the students' psychological and cognitive characteristics, and the mathematics problem situation is indispensable in mathematics teaching, and it is also very important to evaluate the effect of the problem situation created. This paper first introduces the research background, the research problems and the significance of the research, defines the mathematics problem situation teaching and the mathematics question situation teaching evaluation, analyzes the domestic and foreign research present situation. Taking constructivism learning and teaching theory, situational cognitive learning theory, proximal development area theory, multiple intelligences theory and educational evaluation theory as the theoretical basis of this paper. The teaching objective and curriculum standard are used as the criteria to diagnose and evaluate the teaching activities and their effects. The qualitative data in the questionnaire mainly refer to the quality characteristics of the subjects, such as the gender of teachers and students, the title of teachers. The quantitative data in the questionnaire describe the quantitative characteristics of the subjects, such as the age of the teachers and students. According to the independent sample mean test and Pearson chi-square test method in mathematical statistics, the test results and stage scores of students in class are analyzed. According to the analysis of the questionnaire and the experimental results, it is concluded that the teaching effect of using question situation teaching or not is different, and the teaching effect of different problem situation teaching method is also different. The principle of situational teaching and the evaluation standard of teaching effect. Life, maximum relevance, authenticity and cooperation. The evaluation criteria are mainly from the source of the situation, the content of the problem situation teaching, the classroom presentation and the language expression of the problem situation. The internal logic of the problem situation and other aspects of mathematical problem situation teaching evaluation criteria.
【學(xué)位授予單位】：洛陽(yáng)師范學(xué)院
【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)期刊論文 前7條

1 唐小丹;;數(shù)學(xué)問(wèn)題情境創(chuàng)設(shè)的有效性探討[J];教學(xué)與管理;2011年27期

2 常磊;;高中數(shù)學(xué)問(wèn)題情境創(chuàng)設(shè)的有效性實(shí)證研究[J];教學(xué)與管理;2013年06期

3 夏加利;;初中數(shù)學(xué)教學(xué)中的情境教學(xué)研究[J];課程教育研究;2014年08期

4 王淑玉;高文君;薛琳;;中學(xué)數(shù)學(xué)情境教學(xué)法的探討與實(shí)踐[J];洛陽(yáng)師范學(xué)院學(xué)報(bào);2014年05期

5 趙婧;文香丹;;創(chuàng)設(shè)情境對(duì)高中數(shù)學(xué)教學(xué)的積極影響[J];教育教學(xué)論壇;2015年04期

6 許玉梅;;淺談數(shù)學(xué)教學(xué)問(wèn)題情境創(chuàng)設(shè)的重要性及原則[J];教育教學(xué)論壇;2015年04期

7 羅增儒;;關(guān)于情景導(dǎo)入的案例與認(rèn)識(shí)[J];數(shù)學(xué)通報(bào);2009年04期

本文編號(hào)：1615343