【摘要】：1971年,以島田茂為首的日本學(xué)者們率先研究了“開放式結(jié)尾問(wèn)題”,后經(jīng)1980年《外國(guó)教育》雜志刊登的《從“未完結(jié)問(wèn)題”提出的算數(shù)、數(shù)學(xué)課的教學(xué)的方案》一文傳入我國(guó)。隨著新課程標(biāo)準(zhǔn)的實(shí)施,開放題教學(xué)以其不確定性、發(fā)散性、層次性、創(chuàng)新性等特點(diǎn),吸引了越來(lái)越多的教學(xué)教育工作者。數(shù)學(xué)開放題教學(xué)以問(wèn)題解決為核心,重視學(xué)生獨(dú)立思考、合作探究的解答過(guò)程,旨在對(duì)發(fā)散思維能力、直覺(jué)思維能力、空間想象能力、創(chuàng)新意識(shí)等的培養(yǎng),體現(xiàn)了以教師為主導(dǎo)和以學(xué)生為主體相結(jié)合的教學(xué)理念。本研究采用文獻(xiàn)研究、案例分析等研究方法,結(jié)合自己的教學(xué)實(shí)踐闡明數(shù)學(xué)開放題教學(xué)在激發(fā)學(xué)生學(xué)習(xí)興趣,樹立不畏困難、勇于探索的信心,彰顯學(xué)生的主體意識(shí),培養(yǎng)團(tuán)隊(duì)合作意識(shí)等方面具有積極的教育意義。本文以一個(gè)高中數(shù)學(xué)教師的視角,以高中解析幾何相關(guān)內(nèi)容為載體,較系統(tǒng)而深化地研究高中數(shù)學(xué)開放題教學(xué)。第一部分引言,簡(jiǎn)要介紹了開放題研究的國(guó)內(nèi)外現(xiàn)狀,研究的目的和意義,研究方法以及研究的創(chuàng)新之處；第二部分?jǐn)?shù)學(xué)開放題的理論研究,主要是結(jié)合實(shí)例對(duì)數(shù)學(xué)開放題的定義、特點(diǎn)、分類及高中數(shù)學(xué)開放題的編制方法進(jìn)行論述；第三部分高中數(shù)學(xué)開放題的教學(xué)研究,首先論述了數(shù)學(xué)開放題的教學(xué)原則,其次以開放題的教學(xué)策略指導(dǎo)其在高中解析幾何教學(xué)中的實(shí)際應(yīng)用,再次以拋物線及其標(biāo)準(zhǔn)方程一節(jié)的教學(xué)設(shè)計(jì)完整展現(xiàn)高中數(shù)學(xué)開放題教學(xué)模式；第四部分結(jié)論,基于教學(xué)實(shí)際,提出高中數(shù)學(xué)開放題教學(xué)研究的幾點(diǎn)反思與本研究的不足之處。
[Abstract]:In 1971, the Japanese scholars headed by Shigeru Ishida first studied "the problem of open ending", and later introduced into our country the article "arithmetic, the Teaching Plan of Mathematics" published in "Foreign Education" magazine in 1980. With the implementation of the new curriculum standards, open question teaching attracts more and more teaching educators with its characteristics of uncertainty, divergence, hierarchy and innovation. The teaching of open problems in mathematics takes problem-solving as the core, attaches importance to the solving process of students' independent thinking and cooperative inquiry, and aims to cultivate the divergent thinking ability, intuitive thinking ability, spatial imagination ability, creative consciousness and so on. It embodies the teaching idea of teacher-oriented and student-oriented teaching. This research adopts the research methods of literature research and case analysis, combined with its own teaching practice, expounds that the open problem teaching of mathematics can stimulate the students' interest in learning, build up the confidence of not fearing difficulties, dare to explore, and show the students' subjective consciousness. Cultivating the sense of teamwork has positive educational significance. In this paper, from the perspective of a senior high school mathematics teacher and with the relevant contents of analytic geometry in senior high school as the carrier, the teaching of open problems in high school mathematics is studied systematically and deeply. The first part of the introduction, a brief introduction to the domestic and foreign situation of open topic research, the purpose and significance of the study, research methods and research innovation; The second part is the theoretical study of mathematical open problems, which mainly discusses the definition, characteristics, classification and compiling method of mathematics open problems in senior high school. The third part is the teaching research of the mathematics open problem in senior high school. Firstly, it discusses the teaching principle of the open problem in mathematics, and then uses the teaching strategy of the open question to guide its practical application in the teaching of analytic geometry in senior high school. Thirdly, the teaching design of parabola and its standard equation is used to show the teaching mode of mathematics open problem in senior high school. In the fourth part, based on the teaching practice, the author puts forward some reflections on the teaching research of open problems in high school mathematics and the shortcomings of this study.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 徐鑫;數(shù)學(xué)開放題的編制與教學(xué)實(shí)踐研究[D];上海師范大學(xué);2005年

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本文編號(hào)：2415906