本文選題：高中數(shù)學　切入點：導學案　出處：《閩南師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：新的一輪課程改革的核心內(nèi)容是以“學生為主”,但是當前在我們的高中數(shù)學課堂上,占著優(yōu)勢地位還是傳統(tǒng)的教學模式,在很多高中片面追求升學率的現(xiàn)象仍然存在,注重應試教育,課堂上教師只顧“教”而忽視學生“學”,只管給學生填鴨式的灌輸知識,并沒有真正從學生角度出發(fā)來進行教學設(shè)計,在教學過程中忽略了學生的感知應變、主體性。當然有一些走在改革前列的的學校進行一場有關(guān)課堂改革的嘗試,其中就有應用導學案來挖掘?qū)W生的潛力,發(fā)揮學生的主動性,將課堂交給學生,但是這些很少將導學案和分層教學結(jié)合起來的。本文將導學案與分層教學結(jié)合起來,研究在高中數(shù)學教學中導學案模式下的分層教學模式的有效性,探討分層導學教學對高中學生數(shù)學學習成績、能力、習慣、學習興趣等的影響。論文研究采用的主要方法有:文獻分析法、調(diào)查法、教學實踐驗證法、個案分析法等。首先整理、分析了國內(nèi)外有關(guān)導學案和分層教學的研究成果,提出在導學案模式下進行分層教學。其次提出進行分層的策略、分層導學案的編寫策略、導學案下分層教學模式。然后通過問卷調(diào)查得出實驗班學生學習數(shù)學的興趣、學習能力、習慣的相應數(shù)據(jù),并且對實驗班和對照班數(shù)學成績前測,在實驗班進行學案導學下高中數(shù)學分層教學實驗。最后通過對實驗班和對照班的前后測成績比對、對實驗班實驗前后問卷調(diào)查的數(shù)據(jù)分析以及個案分析,得出在高中實行導學案模式下的分層教學確實是一種有利于學生學習興趣、能力的提高和習慣的改善以及提高成績的有效方法。同時也有利于促進教師業(yè)務(wù)水平的提高。對教學實驗研究的反思有:在實驗研究中實驗規(guī)模小,不夠說明其普遍適用性;對學生的分層如何確定標準不易劃分,有時帶有一定主觀性;在學習目標、課堂交流中如何分層設(shè)置問題更具有實用性,還有待進一步研究。
[Abstract]:The core content of the new round of curriculum reform is "student-oriented", but at present, in our senior high school mathematics classroom, the dominant position is still the traditional teaching mode, and the phenomenon of one-sided pursuit of graduation rate still exists in many senior high schools. Focusing on examination-oriented education, teachers only pay attention to "teaching" and ignore students'"learning" in class. They only feed students' knowledge and do not really carry out teaching design from the point of view of students. In the process of teaching, they ignore the students' perceptual changes. Subjectivity. Of course, there are some schools that are at the forefront of the reform to conduct an attempt on classroom reform. Among them are the use of guided programs to tap students' potential, to give full play to students' initiative, and to hand over the classroom to students. However, these seldom combine the guiding plan with the stratified teaching. This paper studies the effectiveness of the stratified teaching model under the guiding plan model in senior high school mathematics teaching. This paper discusses the influence of stratified guidance teaching on senior high school students' mathematics achievement, ability, habit and interest. The main methods used in this paper are: literature analysis, investigation, teaching practice verification, etc. Case analysis method and so on. Firstly, this paper analyzes the domestic and foreign research results on the guiding case and stratified teaching, and puts forward the strategy of stratified teaching under the mode of guided case, and then puts forward the strategy of stratification, the writing strategy of stratified teaching case, and so on. Then through the questionnaire survey, the corresponding data of students' interest, learning ability and habit in learning mathematics were obtained, and the math scores of the experimental class and the control class were tested before the test. The experiment of high school mathematics stratification teaching is carried out in the experimental class under the guidance of learning plan. Finally, by comparing the results of the experimental class and the control class before and after the test, the data of the questionnaire before and after the experiment and the case analysis are analyzed. It is concluded that stratified teaching under the model of guided learning plan in senior high schools is indeed beneficial to students' interest in learning. The improvement of ability and habit as well as the effective method of improving achievement. At the same time, it is helpful to promote the improvement of teachers' professional level. The reflection on the research of teaching experiment includes: the scale of experiment is small in the experimental research, which is not enough to explain its universal applicability; How to determine the standard of stratification of students is not easy to be divided, sometimes with certain subjectivity; in learning goals and classroom communication, how to set up stratification is more practical, which still needs further study.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：1615702