【摘要】：數(shù)學(xué)課程改革已在全國(guó)全面展開(kāi)�！白鴺�(biāo)系與參數(shù)方程”的教學(xué)受到一線教師的普遍關(guān)注,一方面是由于教學(xué)課時(shí)的緊張及學(xué)生學(xué)習(xí)的壓力過(guò)大,另一方面是“坐標(biāo)系與參數(shù)方程”因其內(nèi)容的抽象性使得學(xué)生不易掌握。然而,已有的研究大多是關(guān)于教學(xué)內(nèi)容的分析、解題策略探究、高考探究等對(duì)學(xué)生認(rèn)知水平的研究,但對(duì)學(xué)生學(xué)習(xí)坐標(biāo)系與參數(shù)方程中出現(xiàn)認(rèn)知錯(cuò)誤的具體原因的分析非常少,針對(duì)學(xué)生學(xué)習(xí)困難的教學(xué)對(duì)策和方案更是寥寥無(wú)幾。針對(duì)以上情況,本研究對(duì)學(xué)生在坐標(biāo)系與參數(shù)方程學(xué)習(xí)中的認(rèn)知錯(cuò)誤進(jìn)行了分析研究,并在此基礎(chǔ)上,有針對(duì)性地實(shí)施了相應(yīng)的教學(xué)對(duì)策。本研究主要采用質(zhì)的分析方法來(lái)分析問(wèn)卷調(diào)查和坐標(biāo)系與參數(shù)方程知識(shí)測(cè)試中學(xué)生表現(xiàn)出的學(xué)習(xí)認(rèn)知情況。研究確認(rèn)了學(xué)生在坐標(biāo)系與參數(shù)方程的學(xué)習(xí)過(guò)程中容易產(chǎn)生的以下的認(rèn)知錯(cuò)誤類型:對(duì)極坐標(biāo)系和參數(shù)方程概念、公式理解的困難;三種方程轉(zhuǎn)換不到位;對(duì)變量取值范圍的分析欠缺;對(duì)各方程的綜合應(yīng)用能力不強(qiáng)。針對(duì)上述學(xué)生在學(xué)習(xí)中易產(chǎn)生的認(rèn)知錯(cuò)誤,本研究采取以下的教學(xué)對(duì)策來(lái)糾正學(xué)生相應(yīng)的認(rèn)知錯(cuò)誤:精心設(shè)計(jì)導(dǎo)學(xué)案,促進(jìn)學(xué)生對(duì)概念和公式的學(xué)習(xí)認(rèn)知;加強(qiáng)學(xué)生對(duì)方程轉(zhuǎn)化實(shí)質(zhì)的理解;培養(yǎng)學(xué)生全面思考問(wèn)題的能力;加強(qiáng)綜合技能與運(yùn)用知識(shí)的訓(xùn)練;反思能力培養(yǎng)。相信,本研究對(duì)于進(jìn)一步提升高中生的坐標(biāo)系與參數(shù)方程學(xué)習(xí)能力具有積極的現(xiàn)實(shí)意義。
[Abstract]:The reform of mathematics curriculum has been carried out all over the country. The teaching of "coordinate system and Parameter equation" has received widespread attention from teachers in the first line. On the one hand, it is due to the tense teaching hours and the excessive pressure on students to learn. On the other hand, coordinate system and parametric equation are difficult for students to grasp because of their abstractness. However, most of the existing studies are about the analysis of teaching content, problem-solving strategies, college entrance examination and other research on the cognitive level of students, but there is very little analysis of the specific causes of cognitive errors in the coordinate system of students' learning and parameter equations. There are few teaching strategies and programs for students with learning difficulties. In view of the above situation, this study analyzes and studies the cognitive errors of students in learning coordinate system and parametric equation, and on this basis, carries out the corresponding teaching countermeasures. This study mainly uses qualitative analysis method to analyze the learning cognition of middle school students in questionnaire survey and coordinate system and parameter equation knowledge test. The research confirms the following types of cognitive errors that students can easily produce in the learning process of coordinate system and parametric equation: the difficulty of understanding the concepts of polar coordinate system and parametric equation, the difficulty of understanding the formula, the inadequate conversion of three kinds of equations, the difficulty of understanding the polar coordinate system and parametric equation. The analysis of the range of variables is lacking, and the comprehensive application ability of each equation is not strong. In view of the cognitive errors easily produced by the above-mentioned students in their study, the following teaching strategies are adopted to correct the students' corresponding cognitive errors: carefully designing the guided case to promote the students' cognition of concepts and formulas; To strengthen students' understanding of the essence of equation transformation; to cultivate students' ability to think about problems in an all-round way; to strengthen the training of comprehensive skills and the application of knowledge; and to cultivate the ability of reflection. It is believed that this study has positive practical significance for improving the learning ability of coordinate system and parametric equation of senior high school students.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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相關(guān)期刊論文 前2條

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本文編號(hào)：2443128