【摘要】：高中新課程改革強調(diào)數(shù)學(xué)學(xué)習(xí)的過程性,要求在數(shù)學(xué)學(xué)習(xí)的過程中抓住數(shù)學(xué)的本質(zhì)。但是面對高考的壓力,目前高中數(shù)學(xué)教學(xué)中依然存在很大的問題,教師主導(dǎo)性強,學(xué)生理解數(shù)學(xué)知識困難,缺乏數(shù)學(xué)邏輯思維。很多教師忽視了在給學(xué)生傳授知識的過程中學(xué)生本身的認(rèn)知結(jié)構(gòu),同時也不注重知識間的聯(lián)系和幫助學(xué)生建立數(shù)學(xué)知識結(jié)構(gòu)系統(tǒng)。本文的研究是在奧蘇貝爾的有意義接受學(xué)習(xí)理論、建構(gòu)主義理論、學(xué)習(xí)遷移理論、加涅的信息加工理論的基礎(chǔ)上,將先行組織者教學(xué)策略應(yīng)用在高中數(shù)學(xué)中進行研究,并針對先行組織者在教學(xué)中存在普遍性的問題,進行教學(xué)實踐。因此,作者主要是對Joyce的先行組織者模式進行研究,并在他的先行組織者模式的基礎(chǔ)上,增加詳細(xì)的步驟,如教材的分析、學(xué)生前科學(xué)知識的了解等,試圖給出適用的、具有普遍性的教學(xué)策略。同時將先行組織者教學(xué)策略應(yīng)用于圓錐曲線的教學(xué)中,從高中數(shù)學(xué)內(nèi)容、高中學(xué)生認(rèn)知等方面進行分析,確定先行組織者教學(xué)策略在高中數(shù)學(xué)中的可行性。并在對先行組織者模式進行分析的基礎(chǔ)上,給出在高中數(shù)學(xué)教學(xué)中應(yīng)用先行組織者教學(xué)策略的具體步驟,以及要解決的具體問題。在教學(xué)應(yīng)用方面,實踐中主要采取對照班與實驗班,同時給出了一節(jié)的教學(xué)設(shè)計案例,詳細(xì)地分析了在具體應(yīng)用方面各個環(huán)節(jié)的設(shè)置。最后對先行組織者教學(xué)策略應(yīng)用的效果,并且采取了及時測試與延時測試,通過這兩個測試,分析先行組織者教學(xué)策略對學(xué)生學(xué)習(xí)的促進作用和記憶的保持效果；通過調(diào)查問卷了解先行組織者教學(xué)策略對學(xué)生各方面的促進效果；通過課堂和訪談,可以真實的感受到先行組織者教學(xué)策略帶給課堂氛圍的改變、學(xué)生對數(shù)學(xué)興趣的改變。作者對研究的結(jié)果進行反思,雖然在應(yīng)用方面還存在一定不足之處,但是不可否認(rèn)先行組織者教學(xué)策略在很大程度上促進了學(xué)生的學(xué)習(xí)興趣和對知識的理解,提高了課堂教學(xué)的活躍度。
[Abstract]:The reform of the new curriculum in senior high school emphasizes the process of mathematics learning and requires grasping the essence of mathematics in the process of mathematics learning. However, in the face of the pressure of college entrance examination, there are still many problems in mathematics teaching in senior high school. Teachers are dominant, students have difficulty in understanding mathematics knowledge and lack of logical thinking in mathematics. Many teachers ignore the cognitive structure of students in the process of imparting knowledge to students, and at the same time, they do not pay attention to the relationship between knowledge and help students to establish mathematical knowledge structure system. On the basis of Ausubel's meaningful receptive learning theory, constructivism theory, learning transfer theory and Gagne's information processing theory, this paper applies the teaching strategy of the leading organizer to high school mathematics. Aiming at the universal problem of the leading organizer in teaching, the teaching practice is carried out. Therefore, the author mainly studies the advance organizer mode of Joyce, and on the basis of his leading organizer model, adds detailed steps, such as the analysis of teaching materials, the understanding of students' pre-scientific knowledge, and tries to give some applicable ones. A general teaching strategy. At the same time, the teaching strategy of the leading organizer is applied to the teaching of conic curve, and the feasibility of the teaching strategy of the leading organizer in senior high school mathematics is determined by analyzing the content of mathematics in senior high school and the cognition of senior high school students. Based on the analysis of the model of the leading organizer, the concrete steps of applying the teaching strategy of the leading organizer in the mathematics teaching of senior high school and the concrete problems to be solved are given. In the aspect of teaching application, the control class and the experimental class are adopted in practice. At the same time, a section of the teaching design case is given, and the setting of each link in the concrete application is analyzed in detail. Finally, the effect of the application of the teaching strategy of the advance organizer is analyzed, and the timely test and the delay test are adopted. Through these two tests, the promoting effect of the teaching strategy of the leading organizer on the students' learning and the effect of keeping the memory are analyzed. Through the questionnaire to understand the advance organizer teaching strategy to promote students in all aspects; through the classroom and interviews, we can really feel the change of the classroom atmosphere brought by the leading organizer teaching strategy, the change of students' interest in mathematics. The author reflects on the results of the study. Although there are still some shortcomings in the application, it is undeniable that the teaching strategy of the leading organizer has greatly promoted the students' interest in learning and understanding of knowledge. It improves the activity of classroom teaching.
【學(xué)位授予單位】：陜西師范大學(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：2198418