發(fā)布時(shí)間：2018-01-13 13:31

  本文關(guān)鍵詞：基于學(xué)生角色轉(zhuǎn)換的初中數(shù)學(xué)復(fù)習(xí)課學(xué)習(xí)策略研究　出處：《重慶師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 角色轉(zhuǎn)換 復(fù)習(xí)課 能力 策略 主體

【摘要】：數(shù)學(xué)復(fù)習(xí)課是常見(jiàn)的一種課型,它既要對(duì)學(xué)生前面的學(xué)習(xí)進(jìn)行查漏補(bǔ)缺,又要注重學(xué)生的能力培養(yǎng),尤其是解題能力的培養(yǎng),除了注重學(xué)生的知識(shí)獲得,更要注重學(xué)生全面素質(zhì)的提高。通過(guò)調(diào)查發(fā)現(xiàn),傳統(tǒng)的初中數(shù)學(xué)復(fù)習(xí)課,一般都是由教師在講臺(tái)上進(jìn)行不停地講解,教師對(duì)學(xué)生的要求就是認(rèn)真聽(tīng)講、認(rèn)真做筆記、大量做題等,學(xué)生完全處在被動(dòng)的角色,再加上教師在上復(fù)習(xí)課前也沒(méi)有對(duì)學(xué)生有一個(gè)深入的了解,以至于復(fù)習(xí)課就是不停地重復(fù)講解,而學(xué)生也是不停地忘記;在復(fù)習(xí)課中,教師的重復(fù)講解帶來(lái)的結(jié)果就是學(xué)生的思路完全是圍著教師轉(zhuǎn),學(xué)生基本上沒(méi)有多少思考的余地,有些學(xué)生會(huì)做題也只是簡(jiǎn)單的模仿。這樣的復(fù)習(xí)課,抑制了學(xué)生的主動(dòng)性,不利于學(xué)生的發(fā)展和提高。因此,這樣的狀況急需改變。新時(shí)代的復(fù)習(xí)課應(yīng)該是以學(xué)生為主體,教學(xué)中一切活動(dòng)都要以學(xué)生的積極參與為主來(lái)展開(kāi),復(fù)習(xí)課除了讓學(xué)生對(duì)數(shù)學(xué)知識(shí)有所獲得之外,還要注重培養(yǎng)和提高學(xué)生其他各方面的能力。學(xué)生變?yōu)橹黧w可以充當(dāng)?shù)慕巧饕?研究者的角色、探索者的角色、設(shè)計(jì)者的角色及合作者的角色等。本文就是將學(xué)生置于主體地位,在初中數(shù)學(xué)復(fù)習(xí)課中扮演這些不同的角色。本文通過(guò)對(duì)學(xué)生調(diào)查分析和對(duì)教師訪談對(duì)現(xiàn)階段初中學(xué)生的復(fù)習(xí)課進(jìn)行調(diào)查,調(diào)查結(jié)果凸顯出了一些問(wèn)題:學(xué)生在課堂中完全是被動(dòng)角色;學(xué)生在課堂中的參與度很低;在復(fù)習(xí)課當(dāng)中教師只是關(guān)注學(xué)生獲得知識(shí)的多少,而忽略了其他方面的能力等等。緊接著對(duì)存在的問(wèn)題進(jìn)行了原因分析:教師對(duì)課程標(biāo)準(zhǔn)解讀不夠深入;教師對(duì)復(fù)習(xí)課的不重視導(dǎo)致了學(xué)生的不重視;復(fù)習(xí)課的教學(xué)方法過(guò)于單一;教師一味地讓學(xué)生練習(xí)題目,忽視了解題技巧和方法的傳授等。最后根據(jù)這些問(wèn)題和原因提出了一些基于學(xué)生角色轉(zhuǎn)換的初中數(shù)學(xué)復(fù)習(xí)課策略,提出的策略均是以學(xué)生為主,通過(guò)讓學(xué)生構(gòu)建思維導(dǎo)圖、自主編題、分析問(wèn)題和小組合作的方法來(lái)提高復(fù)習(xí)課效率。
[Abstract]:The mathematics review lesson is a kind of common class type, it not only needs to check the students' front study to make up the deficiency, but also must pay attention to the student's ability cultivation, especially the ability to solve the problem, besides paying attention to the student's knowledge acquisition. More attention should be paid to the improvement of students' overall quality. Through the investigation, it is found that the traditional middle school mathematics review classes are generally explained by teachers on the platform, teachers' requirements for students is to listen carefully. Take notes carefully, do a lot of questions and so on, students are completely in a passive role, plus the teacher did not have a deep understanding of the students before the review class, so that the review class is repeatedly explained. And the students keep forgetting; In the recitation class, the result of the repeated explanation of the teacher is that the students' thinking is completely revolved around the teacher, and the students basically have no much room to think about. Some students will do the problem is only a simple imitation. Such a review class, inhibit the initiative of students, is not conducive to the development and improvement of students. This situation is in urgent need of change. The new era of review classes should be student-oriented, all activities in teaching should be based on the active participation of students, in addition to let students get some knowledge of mathematics. We should also pay attention to cultivating and improving students' ability in other aspects. The main roles students can play are: the role of the researcher and the role of the seeker. The role of the designer and the role of the collaborator. This article is to put students in the main position. In the middle school mathematics review class plays these different roles. This article through the student investigation and analysis and the teacher interview to the present stage junior high school student review class investigation carries on the investigation. The results of the investigation highlight some problems: the students are completely passive in the classroom; The participation of students in class is very low; In the recitation class, the teacher only pays attention to the number of students' acquiring knowledge, but neglects the ability of other aspects and so on. Then, it analyzes the causes of the existing problems: the teachers' understanding of curriculum standards is not deep enough; Teachers do not pay attention to the review class, leading to the students do not pay attention to; The teaching method of revision course is too single; Teachers blindly let students practice problems, ignoring the teaching of problem-solving skills and methods. Finally, according to these problems and reasons, some junior high school mathematics review strategies based on the conversion of students' roles are put forward. The strategies put forward are student-oriented, which can improve the efficiency of reviewing classes by making students construct mental map, self-editor of problems, analysis of problems and cooperation of groups.
【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(lèi)號(hào)】：G633.6

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