【摘要】：數(shù)學(xué)概念學(xué)習(xí)是數(shù)學(xué)學(xué)習(xí)的核心內(nèi)容之一,本文在針對(duì)高中數(shù)學(xué)概念教學(xué)現(xiàn)狀分析的基礎(chǔ)上,為了進(jìn)一步提高高中數(shù)學(xué)概念教學(xué)的效果,通過對(duì)有關(guān)數(shù)學(xué)概念教學(xué)的文獻(xiàn)資料研究,以及對(duì)自己的多年教學(xué)實(shí)踐的總結(jié),嘗試研究一套有效的高中數(shù)學(xué)概念教學(xué)模式,改進(jìn)目前高中數(shù)學(xué)概念教學(xué)方法。本文分析了數(shù)學(xué)概念的特點(diǎn)、教育教學(xué)中數(shù)學(xué)概念的學(xué)習(xí)過程、數(shù)學(xué)概念學(xué)習(xí)中的制約因素及數(shù)學(xué)概念學(xué)習(xí)過程中的錯(cuò)誤類型。在高中數(shù)學(xué)概念學(xué)習(xí)的理論基礎(chǔ)上,對(duì)數(shù)學(xué)概念學(xué)習(xí)的內(nèi)涵和結(jié)構(gòu)進(jìn)行分析。側(cè)重對(duì)數(shù)學(xué)概念的學(xué)習(xí)中注意直觀背景材料的使用、注重原型與變式的作用、恰當(dāng)使用正反例、準(zhǔn)確使用數(shù)學(xué)語言、建立概念域和概念系、加強(qiáng)數(shù)學(xué)概念綜合運(yùn)用,形成概念網(wǎng)絡(luò)、正確對(duì)待概念學(xué)習(xí)中的的錯(cuò)誤等七種基礎(chǔ)教學(xué)方法進(jìn)行分析。 通過數(shù)學(xué)概念的專門訓(xùn)練,不僅僅在于掌握概念本身,同時(shí)也使學(xué)生通過概念的學(xué)習(xí),提高概念應(yīng)用意識(shí),能自我總結(jié)、反思,乃至生成新的學(xué)習(xí)方法,改進(jìn)學(xué)生的學(xué)習(xí),提高學(xué)習(xí)質(zhì)量,提升學(xué)生的學(xué)習(xí)能力。
[Abstract]:Mathematics concept learning is one of the core contents of mathematics learning. Based on the analysis of the present situation of mathematics concept teaching in senior high school, in order to further improve the effect of mathematics concept teaching in senior high school, Through the research on the literature about mathematics concept teaching and the summary of my own teaching practice for many years, this paper tries to study a set of effective high school mathematics concept teaching model and improve the present teaching method of mathematics concept in senior high school. This paper analyzes the characteristics of mathematical concepts, the learning process of mathematical concepts in education and teaching, the restrictive factors in the learning of mathematical concepts and the types of mistakes in the learning process of mathematical concepts. Based on the theory of mathematics concept learning in senior high school, the connotation and structure of mathematics concept learning are analyzed. Emphasis is placed on the use of intuitive background materials, the role of prototype and variation, the proper use of positive and negative examples, the accurate use of mathematical language, the establishment of concept domains and concept systems, and the strengthening of the comprehensive application of mathematical concepts. Forming concept network and correctly dealing with the mistakes in concept learning and other seven basic teaching methods are analyzed. Through the special training of mathematical concepts, it is not only to master the concept itself, but also to enable students to improve their awareness of concept application through the study of concepts, to sum up, reflect and even generate new learning methods, and to improve students' learning. Improve the quality of learning, improve the learning ability of students.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G633.6

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 王林鳳;高中數(shù)學(xué)課堂中“三疑三探”教學(xué)模式研究[D];內(nèi)蒙古師范大學(xué);2013年

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本文編號(hào)：2378385