【摘要】：伴隨著新課改的實施,義務(wù)教育階段的初中數(shù)學(xué)課堂發(fā)生著巨大變化。個性化教學(xué)理念的提出,改變了傳統(tǒng)教學(xué)對學(xué)生標(biāo)準(zhǔn)劃一的目標(biāo)追求,為不同的學(xué)生提供差異教學(xué),適應(yīng)學(xué)生的個性發(fā)展。要改變傳統(tǒng)教學(xué)的現(xiàn)狀,最重要的就是改變教師的教和學(xué)生的學(xué)。上好一堂課的前提就是制定合理有效的教學(xué)設(shè)計,設(shè)計切實可行的師生活動。因此,教學(xué)設(shè)計是教師進(jìn)行教學(xué)的重要環(huán)節(jié),而探索與個性化教學(xué)相對應(yīng)的教學(xué)設(shè)計是促進(jìn)學(xué)生個性發(fā)展的重要途徑。另外,按照以往數(shù)學(xué)教學(xué),教師容易忽視對學(xué)生整體思想和知識框架的建構(gòu),缺少對學(xué)生整體意識、創(chuàng)新意識的培養(yǎng)�；诖�,筆者以數(shù)學(xué)教學(xué)單元為突破口,提出初中數(shù)學(xué)個性化的單元教學(xué)設(shè)計的研究。初中數(shù)學(xué)個性化的單元教學(xué)設(shè)計,通過統(tǒng)整單元教材,融合適于數(shù)學(xué)課堂教學(xué)的個性化教學(xué)模式,凸顯學(xué)科核心知識,提高課堂教學(xué)效率,培養(yǎng)學(xué)生的創(chuàng)新能力,促進(jìn)學(xué)生的個性發(fā)展。論文共有5章。第1章主要從研究的背景、國內(nèi)外研究現(xiàn)狀、研究的意義、思路以及框架,闡述了本文所要研究的問題和方向。第2章主要研究了兩個內(nèi)容：一方面,是從個性化教學(xué)的角度,總結(jié)研究了個性化教學(xué)的含義、特征、模式；另一方面,是從單元教學(xué)的角度,闡述了單元教學(xué)的含義,分子總結(jié)了其模式、一般步驟以及優(yōu)點。第3章和第4章是論文的重點部分。第3章主要提出個性化的單元教學(xué)設(shè)計的理論研究,首先研究了個性化單元教學(xué)設(shè)計的含義、價值、原則、一般步驟。同時,結(jié)合《勾股定理》章節(jié)的內(nèi)容,對一般步驟進(jìn)行了闡述和探究。第4章是與之對應(yīng)的案例設(shè)計,設(shè)計該單元中的三課時的教學(xué),以此為論文理論的設(shè)計范例,為教師的教學(xué)設(shè)計提供參考。第5章對初中數(shù)學(xué)個性化的單元教學(xué)設(shè)計的研究進(jìn)行總結(jié)。同時,從教師的角度對教學(xué)的實施提出了一些建議。本文通過對初中數(shù)學(xué)個性化的單元教學(xué)設(shè)計的研究,首先為教師提供了一種教學(xué)設(shè)計的新理念；其次,相應(yīng)理論研究的提出,為教師的進(jìn)一步研究提供了思考,有利于促進(jìn)教師專業(yè)能力的提高；最后,提供了學(xué)生課堂學(xué)習(xí)方式以及評價多樣化的選擇。
[Abstract]:With the implementation of the new curriculum reform, the mathematics classroom in the compulsory education stage has undergone tremendous changes. The idea of individualized teaching has changed the traditional teaching's pursuit of uniform standard of students, provided different teaching for different students, and adapted to the development of students' personality. To change the present situation of traditional teaching, the most important thing is to change the teaching of teachers and the learning of students. The premise of a good class is to make reasonable and effective teaching design and to design practical activities between teachers and students. Therefore, teaching design is an important link for teachers to carry out teaching, and exploring the teaching design corresponding to individualized teaching is an important way to promote the development of students' personality. In addition, according to the previous mathematics teaching, teachers tend to ignore the construction of students' whole thought and knowledge frame, and lack the cultivation of students' whole consciousness and innovation consciousness. Based on this, the author takes the mathematics teaching unit as the breakthrough, and puts forward the research of the unit teaching design of junior high school mathematics individuation. The individualized unit teaching design of junior high school mathematics integrates the individualized teaching mode suitable for mathematics classroom teaching through the integration of unit teaching materials, highlights the core knowledge of the subject, improves the efficiency of classroom teaching, and cultivates the students' innovative ability. To promote the development of students' personality. There are five chapters in this paper. The first chapter mainly from the research background, the domestic and foreign research present situation, the research significance, the train of thought and the frame, elaborated this article to study the question and the direction. The second chapter mainly studies two contents: on the one hand, from the angle of individualized teaching, summarizes and studies the meaning, characteristic and mode of individualized teaching; on the other hand, expounds the meaning of unit teaching from the angle of unit teaching. The molecular model, general steps and advantages are summarized. Chapters 3 and 4 are the key parts of the thesis. In chapter 3, the theoretical research of individualized unit teaching design is put forward. Firstly, the meaning, value, principle and general steps of individualized unit teaching design are studied. At the same time, combined with the content of the chapter of Pythagorean Theorem, the general steps are expounded and explored. The fourth chapter is the corresponding case design, which designs the teaching of three classes in the unit, which can be used as a design example of the thesis theory and provide reference for the teacher's teaching design. Chapter 5 summarizes the research of unit teaching design of junior high school mathematics individuation. At the same time, some suggestions on the implementation of teaching are put forward from the perspective of teachers. Based on the research on the individualized unit teaching design of junior high school mathematics, this paper first provides a new concept of teaching design for teachers, secondly, puts forward the corresponding theoretical research, and provides some thoughts for the further study of teachers. Finally, it provides students with a variety of options for classroom learning and evaluation.
【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：2264085