本文選題：高一學(xué)生 + 對數(shù)函數(shù)　； 參考：《東北師范大學(xué)》2015年碩士論文

【摘要】：函數(shù)是高中生數(shù)學(xué)學(xué)習(xí)的重點內(nèi)容,對數(shù)函數(shù)作為基本初等函數(shù)之一,學(xué)生對它的學(xué)習(xí)和掌握就顯得尤為重要。由于函數(shù)本身就具有抽象性和符號性的特點,再加上對數(shù)函數(shù)是學(xué)生高中階段接觸的一類新的函數(shù),對數(shù)概念較為抽象,對數(shù)符號不容易理解,對數(shù)運算也不像之前學(xué)過的運算那樣具體,學(xué)生對它的學(xué)習(xí)和掌握存在一定的障礙。本文主要通過問卷調(diào)查法,對高一學(xué)生對數(shù)函數(shù)學(xué)習(xí)過程中存在的障礙進(jìn)行分析,得出高一學(xué)生在對數(shù)函數(shù)學(xué)習(xí)過程中存在的障礙,具體分為以下幾個方面：情感障礙,概念理解障礙,運算障礙,圖象與性質(zhì)應(yīng)用障礙。在此基礎(chǔ)上,本研究對上述障礙的成因進(jìn)行了分析,得出以下結(jié)論：(1)學(xué)生對對數(shù)函數(shù)存在畏難情緒,學(xué)習(xí)興趣不濃厚,解題時缺少耐心和信心,沒有養(yǎng)成良好的學(xué)習(xí)習(xí)慣等因素,形成了情感障礙。(2)學(xué)生思維的膚淺性導(dǎo)致學(xué)生對對數(shù)概念理解不深刻,不能理解對數(shù)符號的意義,這些因素導(dǎo)致了概念理解障礙的形成。(3)不能理解性的掌握和記憶公式,計算能力不強等因素,是學(xué)生形成運算障礙的原因。(4)沒有理解和掌握數(shù)學(xué)思想方法,對圖象和性質(zhì)記憶不牢靠等因素,是學(xué)生圖象與性質(zhì)應(yīng)用障礙形成的原因。結(jié)合對數(shù)函數(shù)的特點和教學(xué)實際,本研究有針對性的提出了克服對數(shù)函數(shù)學(xué)習(xí)障礙的對策：培養(yǎng)學(xué)習(xí)興趣,改良學(xué)習(xí)習(xí)慣,克服情感障礙；深化概念教學(xué),加強思維訓(xùn)練,克服概念理解障礙；注重公式推導(dǎo),提高計算能力,克服運算障礙；重視數(shù)學(xué)思想方法的滲透,克服圖象與性質(zhì)應(yīng)用障礙。
[Abstract]:Function is the key content of high school students' mathematics study. As one of the basic elementary functions, it is very important for students to learn and master it. Since the function itself has the characteristics of abstraction and symbolism, plus the logarithmic function is a new kind of function that students come into contact with in high school, the concept of logarithm is abstract, and the logarithmic symbol is not easy to understand. Logarithmic operations are not as specific as previous operations, and students have some obstacles to their learning and mastery. This article mainly through the questionnaire investigation method, carries on the analysis to the high school student logarithmic function study process existence barrier, obtains the high school student in the logarithmic function study process existence barrier, specifically divides into the following several aspects: the affective barrier, On this basis, this study analyzes the causes of the above obstacles, and draws the following conclusions: (1) students are afraid of the logarithmic function, lack interest in learning, and lack patience and confidence in solving problems. The lack of good study habits and other factors resulted in emotional obstacles. (2) the superficial nature of students' thinking resulted in the students' understanding of logarithmic concepts was not profound, and they could not understand the meaning of logarithmic symbols. Some factors, such as poor memory of images and properties, are the causes of students' difficulties in the application of images and properties. Combined with the characteristics of logarithmic function and teaching practice, this study puts forward some countermeasures to overcome the obstacles of logarithmic function learning: cultivating learning interest, improving learning habits, overcoming affective obstacles, deepening concept teaching and strengthening thinking training. In order to overcome the obstacle of concept understanding, to improve the calculation ability and to overcome the operational obstacle, to overcome the difficulty of image and property application, we should pay more attention to the penetration of mathematical thought and method.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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本文編號：2077532