本文選題：高中數(shù)學(xué)　切入點(diǎn)：習(xí)題課　出處：《東北師范大學(xué)》2015年碩士論文

【摘要】：隨著教學(xué)工作的出現(xiàn),國(guó)內(nèi)外的教育工作人員都開(kāi)始投入到有關(guān)教學(xué)工作的理論體系和實(shí)際運(yùn)用的探究活動(dòng)中,伴隨著教學(xué)改革的一步步推進(jìn),對(duì)于課堂教學(xué)質(zhì)量的追求也日益增高,也更促使我們將教學(xué)研究的重點(diǎn)逐步轉(zhuǎn)移到了提高課堂教學(xué)的有效性上,使其成為一個(gè)新的熱點(diǎn)問(wèn)題,在教育領(lǐng)域得到了普遍重視,高中數(shù)學(xué)界也一直沒(méi)有停止過(guò)對(duì)這個(gè)問(wèn)題的研究。如何能讓教師有效地教,學(xué)生效率高的進(jìn)行學(xué)習(xí),怎樣充分調(diào)動(dòng)學(xué)生的課堂積極性,進(jìn)一步將發(fā)展學(xué)生作為國(guó)內(nèi)外專家學(xué)者探究實(shí)踐活動(dòng)的主題。習(xí)題課作為數(shù)學(xué)教學(xué)中的重要組成部分,對(duì)于課堂教學(xué)有效性的提升承擔(dān)著著重要的角色。但從總體上看,高中數(shù)學(xué)習(xí)題課有效教學(xué)的成功模式還遠(yuǎn)沒(méi)有建立起來(lái),特別是有關(guān)習(xí)題課有效教學(xué)策略的研究,通過(guò)調(diào)查和訪談發(fā)現(xiàn)：現(xiàn)實(shí)高中數(shù)學(xué)習(xí)題課的現(xiàn)實(shí)狀況確實(shí)令人擔(dān)憂,老師教的辛苦,學(xué)生學(xué)的辛苦,不過(guò)最終的結(jié)果卻與這些艱辛不是一一對(duì)應(yīng)的。對(duì)于數(shù)學(xué)課程的教授,老師與學(xué)生都深深地被題海戰(zhàn)術(shù)與和時(shí)間戰(zhàn)術(shù)所包圍。所以,提高高中數(shù)學(xué)習(xí)題課教學(xué)的有效性成為了一線教師迫在眉睫的任務(wù)。本文通過(guò)對(duì)國(guó)內(nèi)外相關(guān)文獻(xiàn)的研讀,結(jié)合高中數(shù)學(xué)習(xí)題課現(xiàn)狀,針對(duì)高中數(shù)學(xué)習(xí)題課教學(xué)低效的現(xiàn)象,采用調(diào)查問(wèn)卷和訪談的形式,從傳統(tǒng)教育思想誤區(qū)、學(xué)生自身和教師教學(xué)三方面進(jìn)行習(xí)題課教學(xué)的影響因素的分析；再結(jié)合習(xí)題課有效教學(xué)的特點(diǎn)、功能及其理論基礎(chǔ),將觀察法與分析法運(yùn)用到高中習(xí)題教學(xué)的課程中,從微觀的角度對(duì)各個(gè)種類的數(shù)學(xué)習(xí)題課程的教授開(kāi)展探究活動(dòng),對(duì)高中數(shù)學(xué)習(xí)題課的教學(xué)策略進(jìn)行了研究,嘗試投入實(shí)際的課堂教學(xué),并從中獲得較為充分的驗(yàn)證。通過(guò)與一線教師的訪談,證明了本文中的分層講解策略、聯(lián)想與變式策略、糾錯(cuò)策略以及反思策略等都在不同的程度上提高了高中數(shù)學(xué)習(xí)題課教學(xué)的有效性,提高教學(xué)目標(biāo)的完成率以及教學(xué)內(nèi)容的傳授率,并且,為那些工作在教學(xué)事業(yè)前線的工作人員給予理論和實(shí)踐的借鑒。
[Abstract]:With the emergence of teaching work, domestic and foreign educational staff began to invest in the theoretical system and practical application of teaching activities, along with the teaching reform step by step. The pursuit of classroom teaching quality is also increasing day by day, which urges us to gradually shift the emphasis of teaching research to improving the effectiveness of classroom teaching, making it a new hot issue, which has been paid more and more attention to in the field of education. High school mathematics has never stopped studying this problem. How can teachers teach effectively, students learn efficiently, and how to fully arouse students' enthusiasm in class? As an important part of mathematics teaching, exercise course plays an important role in improving the effectiveness of classroom teaching. The successful model of effective teaching of mathematics exercises in senior high school is far from being established, especially the research on effective teaching strategy of exercise class. Through investigation and interview, it is found that the actual situation of mathematics exercise course in real high school is really worrisome. Teachers teach hard, students learn hard, but the final result is not a one-to-one correspondence with these hardships. For the teaching of mathematics, both teachers and students are deeply surrounded by inscription tactics and time tactics. It is an urgent task for teachers to improve the effectiveness of mathematics exercise teaching in senior high school. Through the study of relevant literature at home and abroad, combined with the present situation of mathematics exercise teaching in senior high school, this paper aims at the phenomenon of inefficient teaching of high school mathematics exercises. In the form of questionnaire and interview, this paper analyzes the influencing factors of exercise teaching from the three aspects of traditional educational thinking, students themselves and teachers' teaching, and combines the characteristics, functions and theoretical basis of effective teaching of exercise lesson. This paper applies the method of observation and analysis to the curriculum of senior high school exercises teaching, carries out inquiry activities to the professors of various kinds of mathematics exercise courses from the micro point of view, and studies the teaching strategies of senior high school mathematics exercises. Through interviews with first-line teachers, it is proved that the layered explanation strategy, association strategy and variant strategy in this paper. Error-correcting strategies and introspection strategies have improved the effectiveness of mathematics exercises teaching in high school, the completion rate of teaching objectives and the teaching content teaching rate in varying degrees. For those who work in the front line of teaching staff to give theoretical and practical reference.
【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

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本文編號(hào)：1686334