本文選題：形成性評價 + 數(shù)學(xué)問題解決��； 參考：《山東師范大學(xué)》2016年碩士論文

【摘要】：數(shù)學(xué)交流作為數(shù)學(xué)學(xué)習(xí)的工具,一經(jīng)提出便受到了廣泛的關(guān)注。其中數(shù)學(xué)交流分為口頭交流和書面交流,書面交流相對與口頭交流來說更有利于數(shù)學(xué)思考,因?yàn)闀娼涣髂軌蛴行У拇龠M(jìn)學(xué)生的元認(rèn)知框架的建構(gòu)[1]。許多數(shù)學(xué)教師、數(shù)學(xué)教育研究者在數(shù)學(xué)寫作方面做了許多嘗試和研究,認(rèn)為數(shù)學(xué)寫作在數(shù)學(xué)學(xué)習(xí)中有多方面的價值和意義;并對數(shù)學(xué)寫作進(jìn)行分類,提出了一系列的可操作模式;為了針對性的提高學(xué)生的數(shù)學(xué)寫作,形成了數(shù)學(xué)寫作的多種評價方式。越來越多的教師開始認(rèn)識到數(shù)學(xué)寫作的意義并運(yùn)用到實(shí)踐中,但是寫作形式多為數(shù)學(xué)日記和數(shù)學(xué)反思,很少將數(shù)學(xué)寫作運(yùn)用到具體的數(shù)學(xué)問題解決中去,另外在現(xiàn)有的評價方式中,教師對學(xué)生的數(shù)學(xué)寫作多為結(jié)果整體性評價,很少使用形成性評價(過程性評價)。國內(nèi)關(guān)于數(shù)學(xué)寫作的研究很多,但針對問題解決類的數(shù)學(xué)寫作方面的實(shí)驗(yàn)研究較少,將形成性評價應(yīng)用到問題解決類的數(shù)學(xué)寫作的研究更是少之又少。數(shù)學(xué)寫作的研究范圍較狹窄,這就很大程度上限制了寫作在數(shù)學(xué)中的應(yīng)用,結(jié)果式評價對學(xué)生數(shù)學(xué)寫作過程的指導(dǎo)性不強(qiáng),對于寫作中出現(xiàn)的問題,學(xué)生不能夠針對性地改正,這就使得學(xué)生難以真正的掌握并使用數(shù)學(xué)寫作,從而不利于學(xué)生數(shù)學(xué)寫作能力的培養(yǎng)。因此形成性評價在問題解決類數(shù)學(xué)寫作中的應(yīng)用研究對實(shí)際教與學(xué)有很大的意義。本次研究分為兩大部分,分別為實(shí)驗(yàn)研究和教學(xué)研究。在實(shí)驗(yàn)研究中,以濟(jì)寧市一所普通高中為例,以高一的學(xué)生為對象,在研究總結(jié)了問題解決類數(shù)學(xué)寫作模版和要求,生成形成性評價標(biāo)準(zhǔn)和手段,并詳細(xì)說明將形成性評價引入到問題解決類數(shù)學(xué)寫作中的具體步驟和流程后,看形成性評價是否能夠提高學(xué)生問題解決類數(shù)學(xué)寫作的能力。研究結(jié)果表明:形成性評價能夠針對性地解決數(shù)學(xué)寫作中出現(xiàn)的問題,讓學(xué)生明確寫作的內(nèi)容和要求,從而使學(xué)生很好的掌握問題解決類數(shù)學(xué)寫作,提高學(xué)生數(shù)學(xué)寫作的能力。在實(shí)驗(yàn)研究后,在山東師范附屬中學(xué)進(jìn)行了為期三個月的教學(xué)研究,在一些新授課和練習(xí)課后選取典型數(shù)學(xué)問題讓學(xué)生進(jìn)行寫作,使用形成性評價改進(jìn),在學(xué)生熟練地使用數(shù)學(xué)寫作的同時,看是否能夠充分發(fā)揮數(shù)學(xué)寫作在問題解決中的效用,提高學(xué)生問題解決能力。研究結(jié)果表明:經(jīng)過較長時間的寫作和評價后,學(xué)生能夠自覺地將數(shù)學(xué)寫作當(dāng)作一種有效的數(shù)學(xué)學(xué)習(xí)工具進(jìn)行使用,在完善數(shù)學(xué)寫作的同時,數(shù)學(xué)問題解決能力得到了培養(yǎng)和提高。
[Abstract]:As a tool of mathematics learning, mathematical communication has been paid more and more attention once it was put forward.Mathematical communication is divided into oral communication and written communication. Written communication is more conducive to mathematical thinking than oral communication, because written communication can effectively promote the construction of students' metacognitive framework [1].Many mathematics teachers and mathematics education researchers have made a lot of attempts and studies in mathematics writing, which holds that mathematics writing has many values and meanings in mathematics learning, and classifies mathematics writing.This paper puts forward a series of operable models and forms a variety of evaluation methods of mathematical writing in order to improve the students' mathematical writing.More and more teachers begin to realize the significance of mathematical writing and apply it to practice.In addition, in the existing evaluation methods, teachers' mathematics writing for students is mostly an overall evaluation of results, and rarely uses formative evaluation (process evaluation).There are a lot of researches on mathematical writing in China, but there are few experimental studies on mathematical writing of problem-solving, and the research of applying formative evaluation to mathematical writing of problem-solving is even less.The research scope of mathematical writing is relatively narrow, which limits the application of writing in mathematics to a great extent, and the evaluation of results is not very instructive in the process of students' mathematical writing.This makes it difficult for students to really master and use mathematical writing, which is not conducive to the cultivation of students' mathematical writing ability.Therefore, formative evaluation is of great significance in practical teaching and learning.This study is divided into two parts, experimental research and teaching research.In the experimental research, taking a general high school in Jining as an example, taking the students of Senior one as the object, the paper summarizes the mathematical writing templates and requirements of problem-solving, and generates formative evaluation standards and means.After introducing formative evaluation into problem-solving mathematics writing, this paper discusses whether formative evaluation can improve students' ability of problem-solving mathematics writing.The results show that formative evaluation can solve the problems in mathematical writing, make students clear the content and requirements of writing, so that students can master problem-solving mathematical writing and improve students' ability of mathematical writing.After the experimental study, a three-month teaching study was conducted in Shandong Teachers College affiliated Middle School. After some new teaching and practice classes, students were asked to write with typical mathematical problems and to improve their formative evaluation.At the same time the students can use mathematics writing skillfully to see if they can give full play to the effectiveness of mathematical writing in problem-solving and improve students' problem-solving ability.The results show that after a long time of writing and evaluation, students can consciously use mathematical writing as an effective mathematical learning tool to improve mathematical writing at the same time.Mathematical problem solving ability has been cultivated and improved.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

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