本文選題：幾何畫板 + 數(shù)學(xué)實(shí)驗(yàn)�。� 參考：《河南大學(xué)》2015年碩士論文

【摘要】：高中數(shù)學(xué)教育對(duì)學(xué)生的發(fā)展起著至關(guān)重要的作用,它實(shí)施的水平在很大程度上影響著學(xué)生的各項(xiàng)能力發(fā)展。當(dāng)前高中數(shù)學(xué)傳統(tǒng)教學(xué)由于種種原因出現(xiàn)了學(xué)生厭學(xué)、學(xué)習(xí)效率不高、學(xué)生動(dòng)手能力低下、學(xué)生升學(xué)壓力大等諸多現(xiàn)象,使得傳統(tǒng)教學(xué)方式和教學(xué)關(guān)系遭到諸多家長(zhǎng)和教育界人士的質(zhì)疑。相比傳統(tǒng)教學(xué)思想來(lái)說(shuō),基于計(jì)算機(jī)軟件基礎(chǔ)之上的數(shù)學(xué)實(shí)驗(yàn)具有數(shù)形結(jié)合、使用簡(jiǎn)便、靈活探索的特點(diǎn),它把教師的“教”和“導(dǎo)”結(jié)合起來(lái),學(xué)生的“手”和“腦”結(jié)合起來(lái),學(xué)生的“正式學(xué)習(xí)”和“非正式學(xué)習(xí)”結(jié)合起來(lái),既是一種深度探究性學(xué)習(xí)方式,又屬于一種全新的教學(xué)模式,它它為高中數(shù)學(xué)教學(xué)開(kāi)拓新的教學(xué)模式提供了方向。作為數(shù)學(xué)實(shí)驗(yàn)的一種支持平臺(tái),幾何畫板是一款優(yōu)秀的教學(xué)軟件,它具有強(qiáng)大的作圖和演示功能,能夠?qū)崿F(xiàn)圖形的動(dòng)靜、虛實(shí)變化,選擇它開(kāi)展數(shù)學(xué)實(shí)驗(yàn)教學(xué),無(wú)疑是最適合的教學(xué)工具。微課是新媒體時(shí)代下一種獨(dú)特的教育資源,具有時(shí)間短、內(nèi)容集中和感官元素豐富的特點(diǎn),把微課引入數(shù)學(xué)實(shí)驗(yàn)教學(xué),利用它碎片化學(xué)習(xí)、趣味性、集中解決問(wèn)題的優(yōu)勢(shì),教師可以制作包括重點(diǎn)和錯(cuò)點(diǎn)在內(nèi)的“經(jīng)典探索”式微課幫助學(xué)生課外自主實(shí)驗(yàn),實(shí)現(xiàn)對(duì)數(shù)學(xué)實(shí)驗(yàn)思想的多元化、具體化、深層化應(yīng)用�；诖�,本文采用文獻(xiàn)研究法、問(wèn)卷調(diào)查法、實(shí)驗(yàn)研究法、案例研究法、訪談研究法,深入教學(xué)實(shí)踐,探討并驗(yàn)證數(shù)學(xué)實(shí)驗(yàn)教學(xué)的教學(xué)效果和得出數(shù)學(xué)實(shí)驗(yàn)教學(xué)的幾點(diǎn)結(jié)論。研究中筆者在查閱、收集、整理一系列相關(guān)資料的基礎(chǔ)上得出基于幾何畫板的高中數(shù)學(xué)實(shí)驗(yàn)的研究現(xiàn)狀,并在實(shí)踐調(diào)查的基礎(chǔ)上進(jìn)一步明確了研究思路、內(nèi)容、目的和意義。論文中筆者先對(duì)本論文中的重要概念和相關(guān)理論基礎(chǔ)做出了解釋,進(jìn)一步對(duì)高中數(shù)學(xué)實(shí)驗(yàn)的必要性和可行性做出了論證;然后,結(jié)合前人研究對(duì)數(shù)學(xué)實(shí)驗(yàn)形式進(jìn)行重新分類,即為穿插式數(shù)學(xué)實(shí)驗(yàn)、數(shù)學(xué)實(shí)驗(yàn)課、基于“經(jīng)典探索”式微課支持的課外自主實(shí)驗(yàn),論文把這三類實(shí)驗(yàn)作為重點(diǎn)進(jìn)行詳細(xì)闡述還輔以案例應(yīng)用,揭示各種形式數(shù)學(xué)實(shí)驗(yàn)的進(jìn)行過(guò)程;又對(duì)教學(xué)實(shí)踐后收回的信息反饋進(jìn)行數(shù)據(jù)分析和整理得出數(shù)學(xué)實(shí)驗(yàn)教學(xué)效果,即數(shù)學(xué)實(shí)驗(yàn)不僅對(duì)學(xué)生的成績(jī)產(chǎn)生積極影響,還對(duì)學(xué)生的綜合能力提升以及教師的綜合素質(zhì)提升產(chǎn)生幫助作用。最后本研究形成了以下幾點(diǎn)結(jié)論:基于幾何畫板的高中數(shù)學(xué)實(shí)驗(yàn)教學(xué)能夠激發(fā)學(xué)生的學(xué)習(xí)興趣;能夠鍛煉學(xué)生的思維能力、非邏輯思維能力、交往能力、合作能力以及動(dòng)手操作能力;能夠創(chuàng)造良好的學(xué)習(xí)氛圍,培養(yǎng)學(xué)生的探究性學(xué)習(xí)能力,教給學(xué)生科學(xué)的學(xué)習(xí)方法;有助于改善傳統(tǒng)師生關(guān)系從而創(chuàng)建新型教學(xué)關(guān)系;有助于改進(jìn)教師觀念,提高教師教育技術(shù)能力;形成一種新的基于幾何畫板的高中數(shù)學(xué)實(shí)驗(yàn)教學(xué)模型。
[Abstract]:High school mathematics education plays a vital role in the development of students, and the level of its implementation affects the development of students' abilities to a great extent. At present, due to various reasons, the traditional teaching of mathematics in senior high school appears many phenomena, such as students are tired of learning, the study efficiency is not high, the students' practical ability is low, and the pressure on students to go to higher education is great. The traditional teaching method and teaching relationship have been questioned by many parents and educators. Compared with traditional teaching ideas, mathematical experiments based on computer software have the characteristics of combination of numbers and shapes, easy to use and flexible exploration, which combine "teaching" and "guidance" of teachers. The combination of "hands" and "brains" of students, "formal learning" and "informal learning" of students is not only a kind of deep inquiry learning method, but also a new teaching mode. It provides the direction for the high school mathematics teaching to open up the new teaching mode. As a support platform for mathematical experiments, geometric Sketchpad is an excellent teaching software, it has powerful drawing and demonstration functions, can realize the movement of graphics, virtual changes, choose it to carry out mathematical experiment teaching. Is undoubtedly the most suitable teaching tool. Microlesson is a unique educational resource in the new media age, which has the characteristics of short time, concentrated content and abundant sensory elements. The microcourse is introduced into the mathematics experiment teaching, and the advantages of piecewise learning, interesting and concentrated problem-solving are used. Teachers can make "classic exploration" micro-courses, including key points and mistakes, to help students to carry out extracurricular independent experiments and realize the diversification, concretization and deep application of mathematical experimental ideas. Based on this, this paper adopts literature research, questionnaire, experimental research, case study, interview research, in-depth teaching practice, discusses and verifies the teaching effect of mathematical experimental teaching and draws several conclusions of mathematical experimental teaching. On the basis of consulting, collecting and arranging a series of related materials, the author draws the research status of high school mathematics experiment based on geometric drawing board, and further clarifies the research idea, content, purpose and significance on the basis of practical investigation. In this paper, the author first explains the important concepts and related theoretical basis in this paper, and further demonstrates the necessity and feasibility of the mathematical experiment in senior high school. Then, combined with previous studies, the author reclassifies the mathematical experimental forms. That is, in order to interspersed mathematical experiment, mathematical experiment class, based on the "classic exploration" micro-course support of extracurricular independent experiments, the thesis focuses on these three experiments as the focus of the detailed elaboration of the case application, This paper reveals the process of mathematics experiment in various forms, and analyzes the data of information feedback after teaching practice, and concludes the teaching effect of mathematics experiment, that is, mathematics experiment not only has a positive effect on the students' achievement, but also has a positive effect on the students' achievement. It also helps to improve students' comprehensive ability and teachers' comprehensive quality. Finally, the following conclusions are reached: high school mathematics experiment teaching based on geometric drawing board can stimulate students' interest in learning, can train students' thinking ability, non-logical thinking ability, communication ability, and so on. It can create a good learning atmosphere, cultivate students' inquiry learning ability, teach students scientific learning methods, help to improve the traditional teacher-student relationship and thus create a new teaching relationship. It is helpful to improve teachers' concept, improve teachers' educational technical ability and form a new high school mathematics experiment teaching model based on geometric drawing board.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 盛中平,王曉輝;什么是數(shù)學(xué)實(shí)驗(yàn)[J];高等理科教育;2001年02期

2 何銘;楊振華;邱中華;孔告化;許立煒;胡國(guó)雷;唐加山;;素質(zhì)教育的新途徑——開(kāi)設(shè)數(shù)學(xué)實(shí)驗(yàn)與數(shù)學(xué)建模課[J];中國(guó)電子教育;2001年01期

3 賈積身,盛興文;高工�！稊�(shù)學(xué)實(shí)驗(yàn)》課程教學(xué)內(nèi)容和教學(xué)方法研究[J];河南機(jī)電高等專科學(xué)校學(xué)報(bào);2002年01期

4 王正東;開(kāi)設(shè)數(shù)學(xué)實(shí)驗(yàn),促進(jìn)教學(xué)改革[J];理工高教研究;2002年06期

5 黎培興,李彩霞;創(chuàng)造契機(jī)與激發(fā)數(shù)學(xué)實(shí)驗(yàn)的能量[J];中山大學(xué)學(xué)報(bào)論叢;2002年06期

6 田應(yīng)福;淺議數(shù)學(xué)實(shí)驗(yàn)[J];安順師范高等�？茖W(xué)校學(xué)報(bào)(綜合版);2003年02期

7 黃毅蓉;開(kāi)設(shè)數(shù)學(xué)實(shí)驗(yàn)是新世紀(jì)高職高專數(shù)學(xué)教改之趨勢(shì)[J];成都航空職業(yè)技術(shù)學(xué)院學(xué)報(bào);2004年02期

8 陳曉瑛,龔日朝,劉玫星;對(duì)數(shù)學(xué)實(shí)驗(yàn)教學(xué)的認(rèn)識(shí)與實(shí)踐[J];長(zhǎng)沙通信職業(yè)技術(shù)學(xué)院學(xué)報(bào);2004年03期

9 陳曉瑛,龔日朝;國(guó)內(nèi)外數(shù)學(xué)實(shí)驗(yàn)教學(xué)的現(xiàn)狀分析與展望[J];株洲師范高等�？茖W(xué)校學(xué)報(bào);2004年05期

10 王積建;在高職院校開(kāi)設(shè)“數(shù)學(xué)實(shí)驗(yàn)”選修課的設(shè)想[J];浙江工貿(mào)職業(yè)技術(shù)學(xué)院學(xué)報(bào);2004年03期

相關(guān)會(huì)議論文 前6條

1 何銘;楊振華;邱中華;孔告化;許立煒;胡國(guó)雷;唐加山;;素質(zhì)教育的新途徑——開(kāi)設(shè)數(shù)學(xué)實(shí)驗(yàn)與數(shù)學(xué)建模課[A];電子高等教育學(xué)會(huì)2000年學(xué)術(shù)年會(huì)論文集[C];2000年

2 何銘;楊振華;邱中華;孔告化;許立煒;胡國(guó)雷;唐加山;;數(shù)學(xué)實(shí)驗(yàn)與數(shù)學(xué)建模課[A];跨入新世紀(jì)——電子信息類專業(yè)教學(xué)改革之路[C];2005年

3 楊明武;吳永強(qiáng);;淺談數(shù)學(xué)實(shí)驗(yàn)活動(dòng)的有效性[A];中華教育理論與實(shí)踐科研論文成果選編（第1卷）[C];2009年

4 李春梅;;例說(shuō)數(shù)學(xué)實(shí)驗(yàn)教學(xué)[A];2007“校本培訓(xùn)”主題論壇論文集[C];2007年

5 任永泰;;關(guān)于高等農(nóng)業(yè)院校經(jīng)濟(jì)應(yīng)用數(shù)學(xué)課程開(kāi)設(shè)實(shí)驗(yàn)課的認(rèn)識(shí)[A];高教改革研究與實(shí)踐（上冊(cè)）——黑龍江省高等教育學(xué)會(huì)2003年學(xué)術(shù)年會(huì)論文集[C];2003年

6 宋明娟;;高等數(shù)學(xué)實(shí)驗(yàn)教學(xué)的改革與實(shí)踐[A];高教科研2006（中冊(cè)：教學(xué)改革）[C];2006年

相關(guān)重要報(bào)紙文章 前5條

1 豐城市小港中學(xué) 周忠華;開(kāi)展數(shù)學(xué)實(shí)驗(yàn)要遵循四個(gè)原則[N];宜春日?qǐng)?bào);2007年

2 惠州市龍門縣實(shí)驗(yàn)學(xué)校 梁艷芬;數(shù)學(xué)教學(xué)呼喚數(shù)學(xué)實(shí)驗(yàn)[N];學(xué)知報(bào);2011年

3 錦屏縣民族中學(xué) 姚白羽;如何激發(fā)學(xué)生學(xué)習(xí)幾何的興趣[N];貴州民族報(bào);2010年

4 銅川市耀州區(qū)寺溝中學(xué) 任春妮;淺談“驗(yàn)證式”數(shù)學(xué)實(shí)驗(yàn)的設(shè)計(jì)[N];學(xué)知報(bào);2011年

5 ;整合課拒絕花哨的技術(shù)應(yīng)用[N];中國(guó)教育報(bào);2004年

相關(guān)碩士學(xué)位論文 前10條

1 平小建;在五年制高師開(kāi)展數(shù)學(xué)實(shí)驗(yàn)的探索[D];蘇州大學(xué);2008年

2 施俊英;高職院校數(shù)學(xué)實(shí)驗(yàn)教學(xué)研究[D];山東師范大學(xué);2011年

3 舒亞非;數(shù)學(xué)實(shí)驗(yàn)的歷史考察與理論研究[D];廣州大學(xué);2006年

4 陳曉瑛;高等院校數(shù)學(xué)實(shí)驗(yàn)教學(xué)的理論研究與實(shí)踐[D];湖南師范大學(xué);2004年

5 王偉;數(shù)學(xué)實(shí)驗(yàn)教學(xué)的實(shí)踐初探[D];福建師范大學(xué);2009年

6 孫文雋;高中數(shù)學(xué)實(shí)驗(yàn)教學(xué)的實(shí)踐研究[D];上海師范大學(xué);2012年

7 許晶;數(shù)學(xué)實(shí)驗(yàn)與素質(zhì)教育[D];吉林大學(xué);2014年

8 覃士紅;Z+Z超級(jí)畫板在高中數(shù)學(xué)實(shí)驗(yàn)教學(xué)中的應(yīng)用研究[D];華中師范大學(xué);2015年

9 單娟;中職數(shù)學(xué)實(shí)驗(yàn)中運(yùn)用超級(jí)畫板的研究[D];蘇州大學(xué);2015年

10 孫志莉;基于幾何畫板的高中數(shù)學(xué)實(shí)驗(yàn)應(yīng)用探索[D];河南大學(xué);2015年

，

本文編號(hào)：2066307