本文選題：PBL + 教學(xué)模式��； 參考：《曲阜師范大學(xué)》2015年碩士論文

【摘要】：隨著教育改革的不斷深入發(fā)展,培養(yǎng)創(chuàng)新型人才成為我國(guó)教育的重點(diǎn)目標(biāo)�！秶�(guó)家中長(zhǎng)期教育改革與發(fā)展規(guī)劃綱要(2010-2020年)》明確提出要改革人才培養(yǎng)模式,在學(xué)生的學(xué)習(xí)過(guò)程中采用探究式、啟發(fā)式、發(fā)現(xiàn)式、討論式等多種教學(xué)方式,激發(fā)學(xué)生創(chuàng)新意識(shí)和培養(yǎng)學(xué)生思考能力。但目前我國(guó)教育現(xiàn)狀令人擔(dān)憂,課堂上教學(xué)方式單一,以教師講解,學(xué)生應(yīng)答為主,學(xué)生缺乏對(duì)數(shù)學(xué)學(xué)習(xí)的興趣,缺乏問(wèn)題意識(shí),很難培養(yǎng)學(xué)生的創(chuàng)新意識(shí)。要改變目前的現(xiàn)狀關(guān)鍵在于課堂教學(xué),課堂教學(xué)實(shí)施中最核心的、最根本和最重要的環(huán)節(jié)是課堂教學(xué)設(shè)計(jì)。基于問(wèn)題的學(xué)習(xí)(Problem-Based Learning)是一種有效的教育理念,本文從理論和實(shí)踐兩方面對(duì)PBL教學(xué)模式下的課堂教學(xué)設(shè)計(jì)問(wèn)題進(jìn)行了深入探究。首先根據(jù)國(guó)內(nèi)外有關(guān)文獻(xiàn)對(duì)PBL的起源、發(fā)展以及PBL教學(xué)模式的理論基礎(chǔ)、內(nèi)涵特征等方面進(jìn)行了闡述。本研究的核心問(wèn)題是如何構(gòu)建PBL教學(xué)模式下的數(shù)學(xué)課堂教學(xué)設(shè)計(jì)模型,此模型是在經(jīng)典的教學(xué)設(shè)計(jì)上融入PBL教育理念,包括前期分析、教學(xué)設(shè)計(jì)的決策和生成以及教學(xué)評(píng)價(jià)三部分。教學(xué)設(shè)計(jì)的決策和生成是在制定好教學(xué)目標(biāo)的基礎(chǔ)上,創(chuàng)設(shè)問(wèn)題情境,形成主題問(wèn)題;分析和探究問(wèn)題;解決問(wèn)題;形成成果;全面評(píng)價(jià)四個(gè)階段。在此模型基礎(chǔ)上結(jié)合中小學(xué)具體教學(xué)內(nèi)容做出兩個(gè)課堂教學(xué)設(shè)計(jì)案例,分別是函數(shù)的應(yīng)用、升與毫升,并在課堂中開展實(shí)證研究,比較了在小學(xué)數(shù)學(xué)課堂與高中數(shù)學(xué)課堂中實(shí)施PBL教學(xué)設(shè)計(jì)的差異,發(fā)現(xiàn)在小學(xué)數(shù)學(xué)課堂中比在高中數(shù)學(xué)課堂中實(shí)施PBL教學(xué)模式教學(xué)效果更好,更能調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。并找出PBL教學(xué)模式下的數(shù)學(xué)課堂教學(xué)設(shè)計(jì)的優(yōu)勢(shì)和不足。優(yōu)勢(shì)主要有以下五點(diǎn):PBL教學(xué)模式有利于培養(yǎng)學(xué)生數(shù)學(xué)學(xué)習(xí)的興趣;有利于數(shù)學(xué)知識(shí)的獲得以及綜合運(yùn)用能力的提高;有利于提高學(xué)生的問(wèn)題意識(shí),培養(yǎng)學(xué)生的問(wèn)題解決能力和創(chuàng)新能力;有利于培養(yǎng)學(xué)生的數(shù)學(xué)交流能力;有利于學(xué)生信息素養(yǎng)的培養(yǎng)。不足方面主要表現(xiàn)為形成合適的問(wèn)題比較困難;上課時(shí)間比較緊;對(duì)學(xué)生評(píng)價(jià)操作比較難。最后提出了PBL教學(xué)模式可以應(yīng)用到教師培訓(xùn)上,這是本研究的后續(xù)方向。
[Abstract]:With the continuous development of educational reform, cultivating innovative talents has become the key goal of education in China. The outline of the National medium and long term Education Reform and Development Plan 2010-2020 clearly proposes to reform the training mode of talents. In order to stimulate students' creative consciousness and cultivate students' thinking ability, various teaching methods, such as inquiry, heuristic, discovery and discussion, are adopted in the course of students' learning. However, the present situation of education in our country is worrying, the teaching method in class is single, teachers explain, students answer mainly, students lack interest in mathematics learning, lack of problem consciousness, it is difficult to cultivate students' innovative consciousness. To change the present situation, the key lies in classroom teaching, the most core, the most fundamental and the most important link in the implementation of classroom teaching is classroom teaching design. Problem-Based learning is an effective educational concept. This paper probes into the problem of classroom teaching design under the PBL teaching mode from the aspects of theory and practice. Firstly, the origin and development of PBL, the theoretical basis and connotation characteristics of PBL teaching mode are expounded according to the relevant literature at home and abroad. The core problem of this study is how to construct the mathematics classroom teaching design model under the PBL teaching mode. This model is integrated with the PBL educational idea in the classical teaching design, including the preliminary analysis. There are three parts: decision making and generation of teaching design and teaching evaluation. The decision-making and generation of teaching design is to create problem situations, form thematic problems, analyze and explore problems, solve problems, form results and comprehensively evaluate four stages on the basis of making teaching objectives. On the basis of this model, two cases of classroom teaching design are made in combination with the specific teaching contents of primary and secondary schools. They are the application of function, liter and milliliter, and the empirical research is carried out in the classroom. This paper compares the differences of PBL teaching design between primary mathematics class and senior high school mathematics classroom, and finds that the teaching effect of PBL teaching mode in primary school mathematics classroom is better than that in high school mathematics classroom, and it can arouse the students' learning enthusiasm. And find out the advantages and disadvantages of mathematics classroom teaching design under PBL teaching mode. The main advantages are as follows: the following five points: PBL teaching model is conducive to cultivating students' interest in mathematics learning; it is conducive to the acquisition of mathematical knowledge and the improvement of comprehensive application ability; and it is conducive to raising students' awareness of problems. It is beneficial to cultivate the students' ability of mathematical communication and the cultivation of students' information literacy. The deficiency mainly shows that it is difficult to form suitable problems, the class time is tight, and it is difficult to evaluate the students. Finally, the author puts forward that PBL teaching mode can be applied to teacher training, which is the follow-up direction of this study.
【學(xué)位授予單位】：曲阜師范大學(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)：1918211