【摘要】：在新課標(biāo)要求下,高中數(shù)學(xué)的課改經(jīng)過(guò)了一段時(shí)間的實(shí)踐嘗試后,雖然取得了一定的創(chuàng)新性實(shí)踐成果,但是由于教改始終在數(shù)學(xué)學(xué)科屬性和表現(xiàn)形式等的束縛下,導(dǎo)致在課堂教學(xué)活動(dòng)中,仍然存在著教學(xué)方法受到傳統(tǒng)教學(xué)理念制約、教師講解過(guò)多、教師承擔(dān)知識(shí)“搬運(yùn)工”的角色、學(xué)生的主體性不夠突出、課堂上教師與學(xué)生,學(xué)生與學(xué)生之間的互動(dòng)交流少等問(wèn)題。除此之外,新課標(biāo)提出數(shù)學(xué)學(xué)習(xí)需要以學(xué)生的數(shù)學(xué)思維、數(shù)學(xué)知識(shí)實(shí)踐應(yīng)用意識(shí)作為培養(yǎng)對(duì)象,要求教師在人本位教學(xué)理念下,引導(dǎo)學(xué)生了解和理解何為數(shù)學(xué)概念、數(shù)學(xué)的應(yīng)用價(jià)值、數(shù)學(xué)知識(shí)體系、數(shù)學(xué)公式推導(dǎo)方式及培養(yǎng)學(xué)生良好的數(shù)學(xué)學(xué)習(xí)習(xí)慣等,但是數(shù)學(xué)學(xué)科知識(shí)體系與其它容易理解的學(xué)科知識(shí),其先天的枯燥性和規(guī)范性,很容易制約教師教學(xué)模式的創(chuàng)新和新媒體技術(shù)的嘗試應(yīng)用。以此為背景,文中以陳明選教授所提出的理解性教學(xué)設(shè)計(jì)框架為基礎(chǔ),結(jié)合高中數(shù)學(xué)的教學(xué)需求和學(xué)科特點(diǎn),從學(xué)生最近發(fā)展區(qū)角度入手,在詮釋翻轉(zhuǎn)課堂、理解性教學(xué)、發(fā)展性教學(xué)的內(nèi)涵后,針對(duì)高中數(shù)學(xué)翻轉(zhuǎn)課堂的現(xiàn)狀著手問(wèn)卷調(diào)查,繼而針對(duì)高中數(shù)學(xué)翻轉(zhuǎn)課堂設(shè)計(jì)和發(fā)展有效性不高的基本情況,分析得到高中數(shù)學(xué)翻轉(zhuǎn)課堂中存在學(xué)習(xí)目標(biāo)狹窄、設(shè)計(jì)內(nèi)容與實(shí)際應(yīng)用脫節(jié)、忽視培養(yǎng)學(xué)生主動(dòng)探索能力、教學(xué)評(píng)價(jià)方式單一等問(wèn)題。以此為建議提煉的依據(jù),以理解性教學(xué)要求下高中數(shù)學(xué)翻轉(zhuǎn)課堂教學(xué)的設(shè)計(jì)實(shí)踐為基礎(chǔ),引入案例設(shè)計(jì):《正弦定理》作為案例設(shè)計(jì)對(duì)象,并進(jìn)行案例應(yīng)用評(píng)測(cè),來(lái)驗(yàn)證案例設(shè)計(jì)的可行性。
[Abstract]:Under the requirements of the new curriculum standard, the curriculum reform of senior high school mathematics has been tried for a period of time, although it has achieved some innovative practical results, but the teaching reform has always been under the restraint of mathematics subject attributes and forms of expression, etc. As a result, in the classroom teaching activities, there are still some traditional teaching methods restricted by traditional teaching ideas. Teachers explain too much, teachers assume the role of "porters" of knowledge, students' subjectivity is not prominent enough, teachers and students in the classroom. Problems such as less interaction between students and students. In addition, the new curriculum standard points out that mathematics learning needs to take students' mathematical thinking and practical application consciousness of mathematical knowledge as the object of cultivation, and requires teachers to guide students to understand and understand the concept of mathematics under the concept of human-centered teaching. The application value of mathematics, mathematical knowledge system, mathematical formula derivation method and cultivating students' good mathematical study habits, etc., but mathematics subject knowledge system and other subject knowledge which is easy to understand are inherently dull and normative. It is easy to restrict the innovation of teachers' teaching mode and the application of new media technology. In this context, based on the framework of understanding teaching design proposed by Professor Chen Mingxuan, combining the teaching needs of senior high school mathematics and the characteristics of the subject, starting from the perspective of the students' proximal development area, this paper interprets the flipping classroom and the understanding teaching. After the connotation of developmental teaching, a questionnaire survey is carried out on the current situation of high school mathematics flipping classroom, and then aiming at the basic situation that the design and development effectiveness of high school mathematics flipping classroom is not high, It is concluded that there are some problems in senior high school mathematics flipping classroom, such as narrow learning goal, disconnection between design content and practical application, neglect of cultivating students' ability of active exploration, single teaching evaluation method, and so on. Based on the design practice of mathematics flipping classroom teaching in senior high school under the requirement of comprehensible teaching, this paper introduces the case design: "sine theorem" as the object of case design, and evaluates the case application. To verify the feasibility of the case design.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.6;G434

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