【摘要】：“數學問題提出”是國內外專家學者非常關注的課題。學生的提出數學問題能力,無論社會需求還是個人發(fā)展都很重要。我國逐漸開始重視培養(yǎng)學生提出數學問題的能力,除了在課程標準中做了要求之外,很多研究者進行了調查研究和實踐。但是國內外已有的關于數學問題提出能力的研究主要集中在義務教育階段,對于高中生提出數學問題能力的關注很少,所以本課題聚焦我國的高中生,探究培養(yǎng)高中生提出數學問題能力的策略�；谏鲜稣J識,本課題利用文獻法、訪談法、問卷調查法等研究方法,對高中生提出數學問題能力的現狀及影響因素進行探索,進而提出培養(yǎng)策略。本課題具體的研究過程和研究結論如下：首先,通過研究大量相關文獻,明晰當前對于提出數學問題能力的研究進程、研究價值和理論依據。其次,本課題設計了三個調查,分別是教師訪談、學生提出數學問題能力測試以及對學生問卷調查。經過數據分析得出結論：教師能夠認識到培養(yǎng)學生提出問題能力的重要性,但是在如何培養(yǎng)的策略上以及真正的教學行為上,并沒有凸顯出對學生提出問題能力的培養(yǎng)。高中生提出的數學問題還處于低級水平,提出問題的思考角度單一,運用的方法也大致相同,無論是從數量還是質量上都不樂觀。造成這種現狀的原因可以從個人因素和外界因素來看。個人方面,學生本身缺乏質疑精神和探究心理；沒有反思的習慣；有服從權威、怕被嘲笑等消極的心理等。外界因素主要是教師的態(tài)度和行為,學生提出問題后沒能得到有效積極地反饋,而且沒有相應的方法指導等。基于以上調查研究,本課題建構培養(yǎng)高中生提出數學問題能力的培養(yǎng)模型。本課題提出對高中生提出數學問題能力的培養(yǎng)可以分為以下四個部分：激發(fā)學生提出數學問題——培養(yǎng)學生提出數學問題習慣——教授學生提出數學問題方法——激勵學生提出數學問題。
[Abstract]:Mathematical problem proposal is a subject of great concern to experts and scholars at home and abroad. Students' ability to ask mathematical questions is very important, both in terms of social needs and personal development. Our country has gradually begun to pay attention to the cultivation of students' ability to ask mathematical problems. In addition to the requirements in the curriculum standards, many researchers have carried out investigation and practice. However, the existing research on the ability to put forward mathematical problems at home and abroad is mainly focused on the stage of compulsory education, and little attention has been paid to the ability of senior high school students to put forward mathematical problems, so this paper focuses on the senior high school students in our country and explores the strategies to cultivate the ability of senior high school students to put forward mathematical problems. Based on the above understanding, this paper uses literature method, interview method, questionnaire survey and other research methods to explore the current situation and influencing factors of senior high school students' ability to put forward mathematical problems, and then put forward training strategies. The specific research process and conclusions of this subject are as follows: first of all, through the study of a large number of relevant literature, clear the current research process for the ability to put forward mathematical problems, research value and theoretical basis. Secondly, three surveys are designed, which are teacher interviews, students' ability to put forward mathematical questions and questionnaires. Through data analysis, it is concluded that teachers can realize the importance of cultivating students' ability to ask questions, but in terms of how to cultivate strategies and real teaching behavior, they do not highlight the cultivation of students' ability to ask questions. The mathematical problems put forward by senior high school students are still at the low level, the thinking angle of asking questions is single, and the methods used are about the same, no matter in terms of quantity or quality, they are not optimistic. The reasons for this situation can be seen from personal and external factors. Personally, the students themselves lack the spirit of questioning and inquiry; there is no habit of reflection; there are negative psychology such as obedience to authority, fear of being laughed at, and so on. The external factors are mainly the attitude and behavior of teachers, students can not get effective and positive feedback after asking questions, and there is no corresponding method guidance and so on. Based on the above investigation and research, this paper constructs a training model to cultivate the ability of senior high school students to put forward mathematical problems. This paper puts forward that the cultivation of senior high school students' ability to put forward mathematical problems can be divided into the following four parts: arousing students to put forward mathematical problems, cultivating students' habit of putting forward mathematical problems, teaching students to put forward mathematical problems, and motivating students to put forward mathematical problems.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

【引證文獻】

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2 郭淑惠;高一學生提出物理問題水平研究[D];河南大學;2018年

3 鐘彩容;高中生數學問題提出能力影響因素研究[D];云南師范大學;2018年

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本文編號：2511824