本文選題：數(shù)學歸納推理能力 + 教材編排�。� 參考：《哈爾濱師范大學》2015年碩士論文

【摘要】：數(shù)學歸納推理能力是發(fā)現(xiàn)數(shù)學問題,進行數(shù)學探索的一種重要能力,也是影響學生思維品質(zhì)和創(chuàng)造能力的基本因素之一。數(shù)學新課程標準中也指出:“在數(shù)學教學過程中,不斷地引導學生經(jīng)歷觀察發(fā)現(xiàn)、歸納類比和抽象概括等思維過程。”因此,數(shù)學歸納推理能力是中學生必須要掌握的基本技能之一,義務教育階段更是培養(yǎng)學生數(shù)學歸納推理能力的關(guān)鍵時期。通過仔細研讀相關(guān)文獻資料,筆者發(fā)現(xiàn):對于初中生數(shù)學歸納推理能力的發(fā)展現(xiàn)狀如何?在日常教學工作中對于初中生數(shù)學歸納推理能力的培養(yǎng)是否得到重視?教材編排、教育評價以及教學實踐中還存在哪些不足和疏漏之處?這些問題還值得探討。本文在前人研究的基礎(chǔ)上,按照以下步驟對初中生的數(shù)學歸納推理能力進行了調(diào)查研究:首先,在研讀文獻、與專家討論的基礎(chǔ)上,分析了問題提出的背景和研究意義,然后從心理學、教育學和數(shù)學教育學三個維度確定了研究的理論基礎(chǔ),并對相關(guān)概念進行了界定。其次,自制學生數(shù)學歸納推理能力測試卷和教師訪談問題,并隨機抽取了黑龍江省雞東縣第三中學八年級的230名學生和5名教師,分別對其進行調(diào)查和訪談,發(fā)現(xiàn)初中生數(shù)學歸納推理能力普遍偏低;接著梳理了現(xiàn)行三個最新版本的初中數(shù)學教材,包括人教版初中數(shù)學教材、北師大版初中數(shù)學教材、蘇科版初中數(shù)學教材,并對這三個版本的教材中有關(guān)歸納推理的內(nèi)容進行統(tǒng)計和分析,發(fā)現(xiàn)初中數(shù)學教材中關(guān)于歸納推理的內(nèi)容在整體內(nèi)容中所占比重相對較少,且分布不均衡。然后又搜集國內(nèi)21個省份或城市最近五年(2010年——2014年)的中考數(shù)學試題,并分析了這些中考試題對歸納推理內(nèi)容的考察形式和分值比例,了解到歸納推理并沒有得到普遍的重視。最后,基于研究結(jié)論,提出發(fā)展初中生數(shù)學歸納推理能力的建議,包括教師教學的建議,初中數(shù)學教材中歸納推理內(nèi)容所占比例與編排特點的建議,歸納推理在中考數(shù)學試題中考察的建議。
[Abstract]:Mathematical inductive reasoning ability is an important ability to find mathematical problems and to explore mathematics. It is also one of the basic factors that affect students' thinking quality and creative ability. It is also pointed out in the new mathematics curriculum standard: "in the course of mathematics teaching, students are constantly guided to the thinking process of observation and discovery, inductive analogy and abstract generalization." Therefore, the ability of mathematical inductive reasoning is one of the basic skills that must be mastered by middle school students, and the compulsory education stage is the key period for cultivating students' ability of mathematical inductive reasoning. Through a careful study of the relevant literature, the author found: for junior high school students, how about the development of mathematical inductive reasoning? In the daily teaching work for junior high school students to cultivate the ability of inductive reasoning has been paid attention to? What are the shortcomings and omissions in teaching material arrangement, educational evaluation and teaching practice? These problems are worth exploring. On the basis of previous studies, this paper investigates junior high school students' ability of inductive reasoning according to the following steps: firstly, on the basis of reading literature and discussing with experts, the paper analyzes the background and significance of the questions raised. Then, the theoretical basis of the research is determined from the three dimensions of psychology, pedagogy and mathematics pedagogy, and the related concepts are defined. Secondly, the self-made test paper of students' mathematical inductive reasoning ability and the question of teacher interview, and randomly selected 230 students and 5 teachers from the eighth grade of the third middle school in Jidong County, Heilongjiang Province, to investigate and interview them, respectively. Found that junior high school students generally low ability of inductive reasoning, and then combed the current three latest versions of junior high school mathematics textbooks, including the personal version of junior high school mathematics textbooks, Beijing normal University version of junior high school mathematics textbooks, Su version of junior high school mathematics textbooks. The contents of inductive reasoning in these three versions of textbooks are statistically analyzed, and it is found that the contents of inductive reasoning in junior high school mathematics textbooks account for relatively small proportion in the whole content, and the distribution is not balanced. Then it collects the mathematics test questions of 21 provinces or cities in China in the last five years (2010-2014), and analyzes the forms and the proportion of scores of these questions to the content of inductive reasoning. It is understood that inductive reasoning has not received universal attention. Finally, based on the conclusions of the research, the author puts forward some suggestions for developing junior high school students' ability of inductive reasoning, including the suggestions of teachers' teaching, the proportion of the contents of inductive reasoning and the characteristics of arrangement in junior high school mathematics textbooks. The suggestion that inductive reasoning should be investigated in the mathematics examination of the middle school.
【學位授予單位】：哈爾濱師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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