本文選題：高中數(shù)學(xué) + PBL教學(xué)法��； 參考：《延邊大學(xué)》2015年碩士論文

【摘要】：課程改革,對(duì)于教育工作者而言既是新的機(jī)遇,也是挑戰(zhàn)。新輪課程改革是我國(guó)歷次數(shù)學(xué)課程改革中力度比較大的一次,在貫徹實(shí)施過程中研究性學(xué)習(xí)課程資源的開發(fā),優(yōu)化配置研究性課程,使其與常規(guī)課堂教學(xué)活動(dòng)有機(jī)結(jié)合都是值得教育研究者給予重視的方面。特別是在高中數(shù)學(xué)學(xué)科的教學(xué)中,如何使研究性學(xué)習(xí)發(fā)揮其優(yōu)勢(shì),一方面鞏固、補(bǔ)充常規(guī)課堂知識(shí)的學(xué)習(xí),另一方面為學(xué)生進(jìn)入高層次學(xué)習(xí)做準(zhǔn)備是數(shù)學(xué)教育的熱點(diǎn)話題之一。在這樣的背景下,筆者選擇了PBL教學(xué)法作為工具與媒介進(jìn)行高中數(shù)學(xué)教學(xué)研究探索。PBL教學(xué)法以建構(gòu)主義理論為基礎(chǔ),主張以結(jié)構(gòu)不良的生活中實(shí)際問題引導(dǎo)學(xué)生,通過學(xué)生自主進(jìn)行信息搜集、篩選、小組討論得出結(jié)果的學(xué)習(xí)方法,培養(yǎng)學(xué)生問題解決的能力,信息處理能力,合同協(xié)作等能力。筆者根據(jù)PBL教學(xué)法理論以及實(shí)驗(yàn)對(duì)象實(shí)際情況,立足高中數(shù)學(xué)解三角形和正弦函數(shù)、余弦函數(shù)應(yīng)用內(nèi)容,設(shè)計(jì)兩輪PBL教學(xué)實(shí)驗(yàn)。由第一輪PBL實(shí)驗(yàn)結(jié)果分析,學(xué)生普遍能夠接受這樣的教學(xué)形式。在PBL教學(xué)中,不論是數(shù)學(xué)學(xué)業(yè)成績(jī)高低的學(xué)生都能夠得到參與和展示的機(jī)會(huì)。但是,第一輪實(shí)驗(yàn)中存在以下問題：1學(xué)生的資料搜集時(shí)間不足；2、知識(shí)的傳輸效率較低；3、PBL問題的指向不明確。據(jù)此,筆者完善了實(shí)驗(yàn)方案并開展了第二輪PBL實(shí)驗(yàn)。第二輪PBL實(shí)驗(yàn)與學(xué)生的教學(xué)進(jìn)度相匹,從而使PBL問題指向更明確,同時(shí)增設(shè)了課前預(yù)習(xí)時(shí)間,以保證學(xué)生對(duì)資料的充分搜集。通過第二輪PBL實(shí)驗(yàn)發(fā)現(xiàn),PBL教學(xué)法應(yīng)用在合適的課題中可以對(duì)學(xué)生的成績(jī)產(chǎn)生積極的正向影響,在PBL教學(xué)后學(xué)生對(duì)知識(shí)的總結(jié)和提煉有效信息的能力都有所提高。通過兩輪PBL實(shí)驗(yàn),筆者歸納總結(jié)出PBL教學(xué)法在高中數(shù)學(xué)教學(xué)中學(xué)習(xí)材料的編制的策略、PBL教學(xué)模式實(shí)施流程策略、PBL教學(xué)模式的評(píng)價(jià)策略等三方面策略。在結(jié)論與建議中,筆者認(rèn)為PBL能夠幫助學(xué)生拓寬知識(shí)廣度學(xué)習(xí),而知識(shí)深度的成效仍待進(jìn)一步探究；PBL能夠促進(jìn)學(xué)生合作學(xué)習(xí)的技能；恰當(dāng)?shù)膽?yīng)用PBL教學(xué)法對(duì)學(xué)生的學(xué)習(xí)成績(jī)產(chǎn)生正向影響。最后筆者建議在有條件的學(xué)校中設(shè)置PBL教學(xué)專用教室：教師在教學(xué)中應(yīng)當(dāng)嘗試改變固定、單一的教學(xué)模式；教學(xué)中多鼓勵(lì)中低學(xué)習(xí)成就學(xué)生表達(dá)自己的想法；及時(shí)評(píng)價(jià)學(xué)生每一學(xué)習(xí)階段的狀態(tài)為進(jìn)一步教學(xué)提供參考。
[Abstract]:Curriculum reform is both a new opportunity and a challenge for educators. The new round curriculum reform is one of the most powerful reforms of mathematics curriculum in our country. In the course of carrying out and implementing, the development of research learning curriculum resources and the optimization of allocation of research courses are carried out. It is worthy of attention by educational researchers to combine it organically with routine classroom teaching activities. Especially in the teaching of high school mathematics, how to make research-based learning play its advantages, on the one hand, to consolidate and supplement the learning of conventional classroom knowledge, on the other hand, to prepare students to enter into high-level learning is one of the hot topics in mathematics education. Under this background, the author chooses the PBL teaching method as the tool and medium to carry on the high school mathematics teaching research exploration. The PBL teaching method is based on the constructivism theory, and advocates that the students should be guided by the actual problems in the poorly structured life. Through students' independent information collection, screening, group discussion of the results of the learning methods, to develop students' ability to solve problems, information processing ability, contract collaboration and so on. According to the theory of PBL teaching method and the actual situation of experimental object, the author designs two rounds of PBL teaching experiment based on solving triangle and sinusoidal function in high school mathematics and the application content of cosine function. By analyzing the results of the first round of PBL experiments, students are generally able to accept this form of teaching. In PBL teaching, students, whether high or low in mathematics academic achievement, can get the opportunity to participate and show. However, the following problems exist in the first round of experiments: the data collection time of students at 1: 1 is less than 2, and the transmission efficiency of knowledge is low. The direction of PBL problem is not clear. Accordingly, the author has perfected the experimental scheme and carried out the second round of PBL experiment. The second round of PBL experiment is in line with the teaching progress of the students, which makes the problem of PBL more clear. At the same time, the pre-study time is added in order to ensure the students to collect fully the data. Through the second round of PBL experiments, it is found that the application of PBL-based teaching method in appropriate subjects can have a positive impact on students' achievement, and the students' ability to summarize knowledge and extract effective information has been improved after PBL teaching. Through two rounds of PBL experiments, the author sums up the strategies of compiling learning materials for PBL teaching method in senior high school mathematics teaching, and the implementation process strategy of PBL teaching mode and the evaluation strategy of PBL teaching mode. In conclusion and suggestion, the author thinks that PBL can help students to broaden their knowledge span learning, and the effect of knowledge depth still needs to be further explored to promote the students' skills of cooperative learning. Proper application of PBL teaching method has a positive effect on students' academic achievement. Finally, the author suggests the establishment of PBL classroom in conditional schools: teachers should try to change the fixed and single teaching mode in teaching, encourage students to express their ideas in middle and low learning. Timely evaluation of students at each stage of study provides a reference for further teaching.
【學(xué)位授予單位】：延邊大學(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)：1913514