【摘要】：本文的第一部分為前言,介紹了研究的背景及研究的必要性。第二部分為正文,第一節(jié)是聾生為什么要學數(shù)學?第二節(jié)是聾生怎樣學數(shù)學?主要從聾生的認知特點和數(shù)學學習的特點這兩方面展開論述。第三節(jié)是聾生如何學好數(shù)學?主要從理論和對實驗的結果調(diào)查、分析兩層面來論述的。第四節(jié)為總結反思,對探究教學在聾校實施的作出反思。第三部分提出進一步研究的方向。研究發(fā)現(xiàn):在聾校數(shù)學課上實施探究教學,(1)學生的學習興趣和信心較以往有所增強;(2)聾生的表達能力有明顯提高;(3)解決問題的能力有顯著提高;(4)學業(yè)成績無明顯提高。針對實踐操作提出對“探究教學”的進一步思考:(1)教師素質(zhì)是影響探究教學效果的主要因素;(2)不是所有的內(nèi)容都適合探究學習的;(3)聾校數(shù)學探究教學實施過程中小組討論是難點;(4)亟待產(chǎn)生合理的評價體系。
[Abstract]:The first part of this paper is the preface, which introduces the background of the research and the necessity of the research. The second part is the text, the first section is the deaf students why to learn mathematics? The second section is how deaf students learn mathematics? This paper mainly discusses the cognitive characteristics of deaf students and the characteristics of mathematics learning. The third section is deaf students how to learn math? Mainly from the theoretical and experimental results of the investigation, analysis of the two levels to discuss. The fourth section is to summarize and reflect on the implementation of inquiry teaching in deaf schools. The third part puts forward the direction of further research. The results show that: (1) the students' interest and confidence in learning are increased; (2) the expression ability of deaf students is obviously improved; (3) the ability of solving problems is improved significantly; (4) there was no significant improvement in academic achievement. In view of practical operation, the author puts forward further thinking on "inquiry teaching": (1) the teacher's quality is the main factor affecting the effect of inquiry teaching; (2) not all contents are suitable for inquiry learning; (3) the group discussion is difficult in the process of carrying out mathematics inquiry teaching in deaf school, and (4) it is urgent to produce a reasonable evaluation system.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2005
【分類號】：G762

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