【摘要】：全球知識(shí)經(jīng)濟(jì)的蓬發(fā)迎來(lái)了數(shù)學(xué)大發(fā)展的時(shí)代,其中最受矚目的要數(shù)數(shù)學(xué)應(yīng)用的空前發(fā)展以及學(xué)生在數(shù)學(xué)學(xué)習(xí)中創(chuàng)新意識(shí)的培養(yǎng),我國(guó)的課程改革為了響應(yīng)知識(shí)經(jīng)濟(jì)時(shí)代的要求和適應(yīng)數(shù)學(xué)課程的價(jià)值取向,將“兩能”變?yōu)椤八哪堋?即發(fā)現(xiàn)和提出問題的能力、分析和解決問題的能力)納入課程總目標(biāo)的表述內(nèi)容中,將“實(shí)踐與綜合應(yīng)用”變?yōu)椤熬C合與實(shí)踐”與“數(shù)與代數(shù)”、“圖形與幾何”、“統(tǒng)計(jì)與概率”共同組成每個(gè)學(xué)段的課程內(nèi)容。課標(biāo)要求第三學(xué)段的學(xué)生通過“綜合與實(shí)踐”的學(xué)習(xí),逐漸學(xué)會(huì)在具體的情境中從數(shù)學(xué)的角度發(fā)現(xiàn)問題、提出問題,增強(qiáng)創(chuàng)新意識(shí)。如何有效的利用“綜合與實(shí)踐”這個(gè)平臺(tái),讓學(xué)生在營(yíng)造的輕松、愉快的數(shù)學(xué)氛圍中發(fā)現(xiàn)問題,從而達(dá)到培養(yǎng)學(xué)生發(fā)現(xiàn)問題的能力與意識(shí)的目的成了一線教師必須直面的問題。本文采用文獻(xiàn)研究法、理論分析法、案例分析法和訪談法對(duì)發(fā)現(xiàn)問題和“綜合與實(shí)踐”的相關(guān)概念進(jìn)行界定、討論了研究的可行性,探討了基于發(fā)現(xiàn)問題的初中數(shù)學(xué)“綜合與實(shí)踐”的教學(xué)設(shè)計(jì)的原則和方法,本文主要分為三個(gè)部分。第一部分,在查閱資料的基礎(chǔ)上,利用理論分析法對(duì)“綜合與實(shí)踐”、“發(fā)現(xiàn)問題”的概念進(jìn)行界定,緊接著分別從“綜合與實(shí)踐”過程中經(jīng)歷了發(fā)現(xiàn)問題、為發(fā)現(xiàn)問題提供了平臺(tái)以及對(duì)發(fā)現(xiàn)問題的要求等三個(gè)方面闡述了“綜合與實(shí)踐”領(lǐng)域培養(yǎng)學(xué)生發(fā)現(xiàn)問題的能力的可行性。第二部分,利用理論分析法對(duì)杜威“做中學(xué)”理論、弗萊登塔爾“數(shù)學(xué)化”與“再創(chuàng)造”理論、布魯納的發(fā)現(xiàn)學(xué)習(xí)理論、建構(gòu)主義理論進(jìn)行分析,探討基于發(fā)現(xiàn)問題的初中數(shù)學(xué)“綜合與實(shí)踐”教學(xué)設(shè)計(jì)的原則,即教學(xué)民主原則、適應(yīng)性原則、創(chuàng)造性原則、發(fā)現(xiàn)性原則。利用案例分析法對(duì)“綜合與實(shí)踐”、培養(yǎng)發(fā)現(xiàn)問題的能力的教學(xué)案例進(jìn)行分析,建設(shè)性的提出了聯(lián)系生活創(chuàng)設(shè)數(shù)學(xué)探究情境,激發(fā)學(xué)生發(fā)現(xiàn)問題的興趣、從類比、聯(lián)想中發(fā)現(xiàn)問題、從圖形的變換中發(fā)現(xiàn)問題、從尋求問題解決的不同方法中發(fā)現(xiàn)問題和從小結(jié)與反思中發(fā)現(xiàn)問題等一些適用于基于發(fā)現(xiàn)問題的初中數(shù)學(xué)“綜合與實(shí)踐”教學(xué)設(shè)計(jì)的方法。第三部分,是按照基于發(fā)現(xiàn)問題的初中數(shù)學(xué)“綜合與實(shí)踐”教學(xué)設(shè)計(jì)的原則和方法,從教學(xué)內(nèi)容分析、學(xué)情分析、教學(xué)目標(biāo)與重難點(diǎn)分析、教學(xué)過程設(shè)計(jì)以及教學(xué)設(shè)計(jì)說(shuō)明等對(duì)北師版“探尋神奇的幻方”進(jìn)行教學(xué)設(shè)計(jì),并以重慶市某中學(xué)七年級(jí)的學(xué)生為對(duì)象進(jìn)行課后訪談。
[Abstract]:The global knowledge economy has ushered in the era of great development of mathematics, among which the most noticeable is the unprecedented development of mathematics application and the cultivation of students' innovative consciousness in mathematics learning. In order to respond to the demands of the era of knowledge economy and adapt to the value orientation of mathematics curriculum, the curriculum reform of our country turns "two energy" into "four energy" (that is, the ability to find and raise problems). The ability to analyze and solve problems is included in the expression of the overall objective of the course, changing "practice and comprehensive application" into "synthesis and practice" and "number and algebra", "graphics and geometry". Statistics and probability together form the content of each course. The curriculum standard requires the students of the third learning section to learn from the "synthesis and practice" to gradually learn to find problems from the point of view of mathematics in specific situations, to raise problems, and to enhance their consciousness of innovation. How to make effective use of the platform of "synthesis and practice", so that students can find problems in the relaxed and pleasant mathematical atmosphere, so as to cultivate students' ability and consciousness to find problems has become a problem that teachers must face directly. This article uses the literature research method, the theory analysis method, the case analysis method and the interview method to define the discovery problem and the related concepts of "synthesis and practice", and discusses the feasibility of the research. This paper probes into the principles and methods of teaching design of "synthesis and practice" in junior high school mathematics based on problem finding, which is divided into three parts. The first part defines the concepts of "synthesis and practice" and "discovery problem" by means of theoretical analysis on the basis of consulting data, and then experiences the discovery of problems from the process of "synthesis and practice", respectively. This paper provides a platform for discovering problems and expounds the feasibility of cultivating students' ability to discover problems in the field of "synthesis and practice". In the second part, the author analyzes Dewey's theory of "doing middle school", Friedenthal's theory of "mathematics" and "re-creation", Bruner's theory of discovery learning and constructivism theory. This paper discusses the principles of "synthesis and practice" teaching design of junior high school mathematics based on discovering problems, that is, the principles of teaching democracy, adaptability, creativity and discovery. By using the method of case analysis, this paper analyzes the teaching cases of "synthesis and practice" to cultivate the ability of discovering problems, and constructively puts forward the idea of creating mathematics inquiry situation in connection with life, arousing students' interest in finding problems. Finding problems in association, finding problems in the transformation of graphics, Some teaching methods such as finding problems from different methods of seeking problem solving and finding problems from summary and reflection are suitable for the teaching design of "synthesis and practice" in junior high school mathematics based on discovering problems. In the third part, according to the principles and methods of the "synthesis and practice" teaching design of junior high school mathematics based on the problem finding, from the analysis of teaching content, the analysis of learning situation, the analysis of teaching objectives and difficulties, The design of teaching process and the instruction of teaching design are designed to explore the magic square of Bei teacher's edition, and the students of seventh grade in a middle school in Chongqing are interviewed after class.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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