多媒體技術(shù)在高中統(tǒng)計教學(xué)中的應(yīng)用研究
發(fā)布時間：2018-07-26 13:49
【摘要】：當(dāng)前，多媒體技術(shù)輔助教學(xué)成為課堂教學(xué)的重要形式，多媒體技術(shù)在教學(xué)方面的優(yōu)越性使得越來越多的學(xué)者專家研究這方面的問題。但是現(xiàn)在關(guān)于多媒體與教學(xué)的研究主要體現(xiàn)在整個教學(xué)領(lǐng)域的籠統(tǒng)問題上，就關(guān)于數(shù)學(xué)領(lǐng)域，尤其是具體到某一個數(shù)學(xué)部分研究的就更少。高中統(tǒng)計是新課標作出新要求的一個部分，現(xiàn)在就關(guān)于多媒體技術(shù)輔助高中數(shù)學(xué)統(tǒng)計教學(xué)的研究還沒有。面對多媒體在教學(xué)中出現(xiàn)的眾多問題，也讓筆者在思考多媒體技術(shù)在高中統(tǒng)計教學(xué)中的應(yīng)用情況。多媒體技術(shù)輔助高中統(tǒng)計教學(xué)的現(xiàn)狀如何？存在哪些問題？提出怎樣的策略才能讓多媒體技術(shù)輔助高中統(tǒng)計的教學(xué)達到更佳的教學(xué)效果？帶著這些問題，筆者在前人研究的基礎(chǔ)上作了如下相關(guān)研究。 通過對山師附中和濟南中學(xué)的多位數(shù)學(xué)教師的問卷調(diào)查和訪談?wù){(diào)查，筆者得出了多媒體技術(shù)在高中統(tǒng)計教學(xué)中的應(yīng)用現(xiàn)狀、出現(xiàn)的問題以及出現(xiàn)問題的原因，并提出了多媒體技術(shù)在高中統(tǒng)計教學(xué)中新的基本要求以及具體方法。 對出現(xiàn)的問題做出了最后的總結(jié)，主要體現(xiàn)在以下幾個方面：(1)教師教授高中統(tǒng)計內(nèi)容的積極性不高；(2)課件的設(shè)計沒有具體化；(3)教師沒有尋求合適的方法來表示數(shù)據(jù)；(4)缺少實際場景的創(chuàng)設(shè)；(5)過快或者是太快利用多媒體軟件演示隨機抽樣；(6)沒有與原來所學(xué)的內(nèi)容相結(jié)合；(7)教師對新軟件運用的排斥；(8)課堂上沒有讓學(xué)生就如何刻畫變量間的相關(guān)關(guān)系進行討論；(9)教師對整個數(shù)據(jù)處理過程進行反思；(10)教師較少的設(shè)計實踐活動；(11)沒有更加突出學(xué)生的主體地位；(12)教師缺乏對TPACK的認識。對出現(xiàn)的每一個問題都給出了具體的原因，并且最后也對出現(xiàn)這些問題的原因做了總結(jié)。主要有以下原因：高中統(tǒng)計內(nèi)容重視的是學(xué)生處理數(shù)據(jù)能力的培養(yǎng)，在成績上沒有太多體現(xiàn)；教師觀念認識有誤，對多媒體輔助高中統(tǒng)計教學(xué)重視程度不夠；教師的教學(xué)能力以及應(yīng)用新的高中統(tǒng)計教學(xué)軟件的能力不夠；教師沒有將學(xué)生參與性落到實處，，讓多媒體占了上風(fēng)，本末倒置。 基本要求如下：(1)宏觀把握高中統(tǒng)計的特點，真正把提高學(xué)生參與性落在實處的基本要求；(2)課前師生共同收集高中統(tǒng)計的數(shù)據(jù)材料，嘗試集體制作課件的基本要求；(3)把握課堂中引入多媒體的速度，板書與多媒體相結(jié)合，讓學(xué)生深刻體會學(xué)習(xí)高中統(tǒng)計知識的意義的基本要求；(4)利用多媒體的開放性功能，注重培養(yǎng)學(xué)生解決生活中遇到的關(guān)于高中統(tǒng)計的能力的基本要求；(5)課后要提高對高中統(tǒng)計的重視程度，加強對TPACK的認識以及對多媒體在高中統(tǒng)計教學(xué)中達到的效果進行科學(xué)合理的評價的基本要求。 改進后的教學(xué)方法有：(1)采用合適的高中統(tǒng)計多媒體課件，將課件的使用具體化；(2)在多媒體課件中設(shè)計更多的實例場景，做到場景和數(shù)據(jù)相結(jié)合；(3)在課件上盡可能多的呈現(xiàn)統(tǒng)計案例，讓學(xué)生體會數(shù)據(jù)處理方法；(4)將模型模擬與多媒體處理統(tǒng)計數(shù)據(jù)相結(jié)合；(5)將初中所學(xué)的統(tǒng)計知識貫穿到高中統(tǒng)計內(nèi)容中來；(6)利用新的高中統(tǒng)計教學(xué)軟件來設(shè)計課件，減少舊教學(xué)軟件的弊端；(7)對各種統(tǒng)計圖作對比，而不是簡單刻畫單個統(tǒng)計圖。 在上述理論的支撐下，筆者還在所實習(xí)的學(xué)校進行了對比實驗，在實驗班用提出的新的基本要求和教學(xué)方法具體講解了隨機抽樣和變量間的相關(guān)性兩部分內(nèi)容，在對比班用傳統(tǒng)的多媒體教學(xué)講授了這兩部分內(nèi)容，通過實驗過程中學(xué)生成績、態(tài)度、能力的對比，驗證了在第四章所提出的基本要求和具體的教學(xué)方法的正確性。
[Abstract]:At present, the multimedia technology assisted instruction has become an important form of classroom teaching. The advantages of multimedia technology in teaching make more and more scholars and experts study this problem. However, the research on multimedia and teaching is mainly embodied in the general problem of the whole teaching field, especially on the field of mathematics. The high school statistics is a part of the new curriculum standard to make new requirements. Now, there is no research on the multimedia technology assistant high school mathematics statistics teaching. In the face of many problems in the teaching of multimedia, the author also makes the author think about the application of multimedia technology in high school statistics teaching. What are the problems of multimedia technology assisting high school statistics teaching? What are the problems and how can the multimedia technology help the teaching of high school statistics to achieve better teaching effect? With these problems, the author makes the following research on the basis of previous research.
Through the questionnaire survey and interview survey of many mathematics teachers in the Middle School of mountain teachers and Ji'nan middle schools, the author draws the present situation of the application of multimedia technology in high school statistics teaching, the problems appearing and the reasons for the problems, and puts forward the new basic requirements and specific methods of multimedia technology in the high school statistics teaching.
The final summary of the problems appeared, mainly reflected in the following aspects: (1) teachers' enthusiasm for teaching high school statistics was not high; (2) the design of the courseware was not specific; (3) the teachers did not seek the appropriate methods to express the data; (4) the creation of the actual scene was lacking; (5) too fast or too fast to use Multimedia soft. Demonstration random sampling; (6) not combined with the original content; (7) the exclusion of teachers on the application of new software; (8) the class did not let students describe the correlation between variables; (9) teachers reflect on the whole process of data processing; (10) less design practice of Teachers; (11) no more sudden. The main position of the students; (12) teachers lack of understanding of TPACK. They give specific reasons for every problem, and finally summarize the reasons for these problems. The main reasons are as follows: high school statistics focus on the training of students' ability to deal with data and not too much in their achievements; There is a mistake in the understanding of the teacher's concept, not enough attention to the multimedia aided high school statistics teaching; the ability of the teachers' teaching ability and the application of the new high school statistics teaching software is not enough; the teachers have not put the students' participation in the real place, and the multimedia has taken up the upper hand.
The basic requirements are as follows: (1) to grasp the characteristics of high school statistics and to truly improve the basic requirements of student participation; (2) before class, the teachers and students collectively collect the data materials of high school statistics, try to make the basic requirements for the collective production of courseware; (3) grasp the speed of introducing multimedia in the classroom, the combination of plate books and multimedia, so as to make the students deep. The basic requirements for the significance of learning high school statistical knowledge are learned; (4) to use the open function of multimedia to cultivate students' basic requirements for the ability to solve high school statistics in their lives; (5) to improve the importance of high school statistics after class, to strengthen the understanding of TPACK and to the multimedia teaching in high school statistics. The basic requirements for scientific and reasonable evaluation are achieved.
The improved teaching methods are as follows: (1) adopting appropriate high school statistical multimedia courseware to concretely use the courseware; (2) designing more instance scenes in multimedia courseware, combining scenes with data; (3) presenting statistical cases as many as possible in courseware so that students can experience data processing methods; (4) model simulation and Combining the statistical data with the multimedia processing; (5) the statistical knowledge learned by junior high school is run through the high school statistics; (6) using the new high school statistics teaching software to design the courseware and reduce the disadvantages of the old teaching software; (7) comparison of various statistical graphs, rather than simply depicting a single statistical map.
Under the support of the above theory, the author also carried out a comparative experiment in the practice school. In the experimental class, the new basic requirements and teaching methods were introduced to explain the two parts of the random sampling and the correlation between the variables. The two parts were taught in the traditional multimedia teaching in the contrast class, and the middle school students were taught through the experiment process. A comparison of achievements, attitudes and abilities validates the basic requirements and the accuracy of specific teaching methods proposed in the fourth chapter.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G633.6;G434
本文編號：2146214
[Abstract]:At present, the multimedia technology assisted instruction has become an important form of classroom teaching. The advantages of multimedia technology in teaching make more and more scholars and experts study this problem. However, the research on multimedia and teaching is mainly embodied in the general problem of the whole teaching field, especially on the field of mathematics. The high school statistics is a part of the new curriculum standard to make new requirements. Now, there is no research on the multimedia technology assistant high school mathematics statistics teaching. In the face of many problems in the teaching of multimedia, the author also makes the author think about the application of multimedia technology in high school statistics teaching. What are the problems of multimedia technology assisting high school statistics teaching? What are the problems and how can the multimedia technology help the teaching of high school statistics to achieve better teaching effect? With these problems, the author makes the following research on the basis of previous research.
Through the questionnaire survey and interview survey of many mathematics teachers in the Middle School of mountain teachers and Ji'nan middle schools, the author draws the present situation of the application of multimedia technology in high school statistics teaching, the problems appearing and the reasons for the problems, and puts forward the new basic requirements and specific methods of multimedia technology in the high school statistics teaching.
The final summary of the problems appeared, mainly reflected in the following aspects: (1) teachers' enthusiasm for teaching high school statistics was not high; (2) the design of the courseware was not specific; (3) the teachers did not seek the appropriate methods to express the data; (4) the creation of the actual scene was lacking; (5) too fast or too fast to use Multimedia soft. Demonstration random sampling; (6) not combined with the original content; (7) the exclusion of teachers on the application of new software; (8) the class did not let students describe the correlation between variables; (9) teachers reflect on the whole process of data processing; (10) less design practice of Teachers; (11) no more sudden. The main position of the students; (12) teachers lack of understanding of TPACK. They give specific reasons for every problem, and finally summarize the reasons for these problems. The main reasons are as follows: high school statistics focus on the training of students' ability to deal with data and not too much in their achievements; There is a mistake in the understanding of the teacher's concept, not enough attention to the multimedia aided high school statistics teaching; the ability of the teachers' teaching ability and the application of the new high school statistics teaching software is not enough; the teachers have not put the students' participation in the real place, and the multimedia has taken up the upper hand.
The basic requirements are as follows: (1) to grasp the characteristics of high school statistics and to truly improve the basic requirements of student participation; (2) before class, the teachers and students collectively collect the data materials of high school statistics, try to make the basic requirements for the collective production of courseware; (3) grasp the speed of introducing multimedia in the classroom, the combination of plate books and multimedia, so as to make the students deep. The basic requirements for the significance of learning high school statistical knowledge are learned; (4) to use the open function of multimedia to cultivate students' basic requirements for the ability to solve high school statistics in their lives; (5) to improve the importance of high school statistics after class, to strengthen the understanding of TPACK and to the multimedia teaching in high school statistics. The basic requirements for scientific and reasonable evaluation are achieved.
The improved teaching methods are as follows: (1) adopting appropriate high school statistical multimedia courseware to concretely use the courseware; (2) designing more instance scenes in multimedia courseware, combining scenes with data; (3) presenting statistical cases as many as possible in courseware so that students can experience data processing methods; (4) model simulation and Combining the statistical data with the multimedia processing; (5) the statistical knowledge learned by junior high school is run through the high school statistics; (6) using the new high school statistics teaching software to design the courseware and reduce the disadvantages of the old teaching software; (7) comparison of various statistical graphs, rather than simply depicting a single statistical map.
Under the support of the above theory, the author also carried out a comparative experiment in the practice school. In the experimental class, the new basic requirements and teaching methods were introduced to explain the two parts of the random sampling and the correlation between the variables. The two parts were taught in the traditional multimedia teaching in the contrast class, and the middle school students were taught through the experiment process. A comparison of achievements, attitudes and abilities validates the basic requirements and the accuracy of specific teaching methods proposed in the fourth chapter.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G633.6;G434
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