本文選題：學(xué)習(xí)遷移 + 初高中　； 參考：《貴州師范大學(xué)》2015年碩士論文

【摘要】：學(xué)習(xí)的遷移是指一種學(xué)習(xí)對(duì)另一種學(xué)習(xí)的影響,進(jìn)行遷移教學(xué)與學(xué)習(xí)有利于知識(shí)的整合與運(yùn)用。而數(shù)學(xué)學(xué)科相比其他學(xué)科,其知識(shí)的高度抽象性、嚴(yán)密的邏輯性以及廣泛的應(yīng)用性等特點(diǎn)需要我們建立知識(shí)點(diǎn)之間的聯(lián)系,構(gòu)建一個(gè)整體的數(shù)學(xué)結(jié)構(gòu)體系。而在數(shù)學(xué)教育中研究遷移理論并進(jìn)行教學(xué)與學(xué)習(xí),便能更好的串接新舊知識(shí)并組織數(shù)學(xué)知識(shí)體系,使學(xué)生學(xué)到的數(shù)學(xué)知識(shí)建立廣泛而牢固的聯(lián)系,從而能更加有效的吸收數(shù)學(xué)知識(shí)并逐漸向自我生產(chǎn)新的數(shù)學(xué)知識(shí)的方向發(fā)展。德國(guó)數(shù)學(xué)家克萊因認(rèn)為:“函數(shù)概念,應(yīng)該成為數(shù)學(xué)教育的靈魂。以函數(shù)概念為中心,將全部數(shù)學(xué)教材集中在它周?chē)?進(jìn)行充分的綜合�！焙瘮�(shù)作為數(shù)學(xué)學(xué)習(xí)中最為重要且抽象度高的一個(gè)龐大知識(shí)點(diǎn),并且擁有一套涉及幾何、三角、數(shù)列等的體系,所以在初中或高中初次接觸函數(shù)就顯得格外重要。由于初中函數(shù)與高中函數(shù)引入的過(guò)程中有很多聯(lián)系與區(qū)別,所以在初高中函數(shù)這個(gè)層面可以進(jìn)行遷移學(xué)習(xí),使得學(xué)生更加有效的理解函數(shù)。本文研究的根本目的是尋找對(duì)學(xué)生學(xué)習(xí)函數(shù)更為有效的教育方法以及改變教師在教授函數(shù)中忽視初高中函數(shù)內(nèi)容遷移學(xué)習(xí)的教法,從而使遷移學(xué)習(xí)更廣泛的滲透到數(shù)學(xué)教育中。本文首先對(duì)有關(guān)遷移的概念以及理論進(jìn)行闡述,分析在函數(shù)方面進(jìn)行遷移學(xué)習(xí)的價(jià)值;并以初中和高中的函數(shù)學(xué)習(xí)為主體,從教師與學(xué)生的角度來(lái)研究初中和高中學(xué)習(xí)函數(shù)的聯(lián)系與區(qū)別,從遷移的效果維度(正遷移與負(fù)遷移)來(lái)對(duì)初高中函數(shù)的遷移學(xué)習(xí)進(jìn)行研究,找到可以發(fā)生遷移的部分,并提出相關(guān)策略來(lái)促進(jìn)正遷移或抑制負(fù)遷移的發(fā)生;策略提出后,會(huì)挑選兩個(gè)成績(jī)相當(dāng)?shù)陌嗉?jí)進(jìn)行實(shí)踐研究來(lái)驗(yàn)證策略的有效性,并通過(guò)問(wèn)卷調(diào)查以及訪談法等調(diào)查研究來(lái)對(duì)所提出策略進(jìn)行結(jié)果分析,以保證研究的準(zhǔn)確和有效性。
[Abstract]:The transfer of learning refers to the influence of one kind of learning on another kind of learning, and transfer teaching and learning is beneficial to the integration and application of knowledge. Compared with other disciplines, the knowledge of mathematics is highly abstract, strict logic and extensive application of the characteristics of the need for us to establish the relationship between the knowledge points, to build a whole system of mathematical structure. In mathematics education, studying transfer theory and teaching and learning can better connect new and old knowledge and organize mathematical knowledge system, so that students can establish extensive and firm connection of mathematical knowledge. Thus, it can absorb mathematical knowledge more effectively and gradually develop to self-production of new mathematical knowledge. German mathematician Klein thought: "function concept, should become the soul of mathematics education." With the concept of function as the center, the whole mathematics teaching material will be concentrated around it for full synthesis. " As the most important and highly abstract knowledge in mathematics learning, function has a set of systems involving geometry, triangle, sequence and so on, so it is especially important in junior high school or high school. Since there are many connections and differences in the introduction of junior high school function and high school function, the transfer learning can be carried out at the middle and high school function level, so that the students can understand the function more effectively. The basic purpose of this study is to find more effective teaching methods for students' learning functions and to change the teaching methods in which teachers ignore the transfer learning of middle and high school functions, so that transfer learning can be more widely infiltrated into mathematics education. Firstly, this paper expounds the concept and theory of transfer, analyzes the value of transfer learning in function, and takes the function learning of junior middle school and senior middle school as the main body. From the point of view of teachers and students, this paper studies the relationship and difference between junior high school and high school learning functions, and studies the transfer learning of middle and high school functions from the effect dimension of transfer (positive transfer and negative transfer), and finds out the part that can be transferred. And put forward relevant strategies to promote positive transfer or inhibit the occurrence of negative transfer; after the strategy is put forward, we will select two classes with similar grades to carry out practical research to verify the effectiveness of the strategy. In order to ensure the accuracy and effectiveness of the research, the results of the proposed strategies are analyzed through questionnaires and interviews.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.6

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本文編號(hào)：1799336