本文關(guān)鍵詞：高中數(shù)學分層作業(yè)設(shè)計的實驗研究　出處：《沈陽師范大學》2017年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 高中數(shù)學 分層作業(yè) 學習興趣 實驗研究

【摘要】：高中數(shù)學是一門富有邏輯性和嚴謹性的學科,是一門根據(jù)高中《數(shù)學課程標準》的要求,來進行數(shù)學課堂教學的學科。此前在筆者實習任教的兩個班級中,學生在數(shù)學的學習能力上存在著較大的差異,外加受到傳統(tǒng)教學思想的影響,大部分學生對數(shù)學的學習情緒是十分抵觸的,且學習主動性和自覺性普遍較差,有些學生甚至認為數(shù)學是一門非常難以理解的學科。因此,針對此類現(xiàn)象,本論文致力于通過對高中數(shù)學分層作業(yè)設(shè)計的實驗研究,來提高學生對數(shù)學知識的掌握程度,以及為學生的數(shù)學學習的情感態(tài)度帶來積極影響,并采用了文獻分析法、實驗研究法、問卷調(diào)查法和個案訪談法進行了研究。此外,分層作業(yè)設(shè)計雖然符合因材施教、意義學習、最近發(fā)展區(qū)以及多元智能理論等教育教學理論,但是在數(shù)學學科領(lǐng)域的研究還是較少的,因此,筆者想通過高中數(shù)學分層作業(yè)設(shè)計的實驗研究,為數(shù)學教育理論的研究盡綿薄之力。本文是在前人研究的基礎(chǔ)上,根據(jù)本實驗研究學校的學生特點進行分層作業(yè)的設(shè)計,并以高一年級的兩個平行班的學生作為研究對象,分別為實驗班和對照班,進行為期四個月的實驗研究。在進行分層作業(yè)實踐研究的過程中,首先通過實驗前測試卷了解學生的具體情況,將學生分成不同的層次。筆者再針對不同層次學生的學習特點,來滿足其學習發(fā)展水平的需要。實驗過程中,對兩個班級進行數(shù)學學習的測試,分別從總體成績以及不同層次的學生的前后測試卷不同層次題目的得分情況,來研究分層作業(yè)設(shè)計對學生在知識掌握上的積極影響。除此之外,在對學生學習情感態(tài)度的影響方面,以及在作業(yè)的完成情況上,筆者根據(jù)在實驗后測時的整體學生的調(diào)查問卷的調(diào)查結(jié)果,和在實驗結(jié)束后的個案訪談,實驗組的學生對于數(shù)學學習的信心和學習興趣都有所增強,其聽課狀態(tài)和注意力的集中程度都有所提高,實踐表明,即實驗組學生通過分層作業(yè)的實驗,在數(shù)學知識的掌握層面以及數(shù)學學習的情感態(tài)度上都能得到有效的提升,從而證實了對高中數(shù)學作業(yè)進行分層設(shè)計,能夠為學生減負的同時促進學習成績的提升,為學生的數(shù)學知識掌握和數(shù)學學習情感態(tài)度帶來積極影響。
[Abstract]:Senior high school mathematics is a logical and rigorous discipline, is a high school according to the requirements of mathematics curriculum standards, to carry out mathematics classroom teaching. There is a great difference in the learning ability of students in mathematics, and the influence of traditional teaching thought, most students are very opposed to the learning mood of mathematics, and learning initiative and consciousness is generally poor. Some students even think that mathematics is a very difficult to understand the subject. Therefore, in view of this phenomenon, this paper is devoted to the senior high school mathematics through the experimental study of hierarchical homework design. In order to improve the students' mastery of mathematics knowledge, and to bring positive influence to students' emotional attitude in mathematics learning, the paper adopts the method of literature analysis and experimental research. In addition, the layered homework design is in accordance with the educational teaching theories such as aptitude teaching, meaningful learning, proximal development area and multiple intelligences theory. But in the field of mathematics is still less research, therefore, the author wants to pass the senior high school mathematics layered homework design experimental research. This paper is based on the previous studies, according to the characteristics of students in this experimental school to carry out the design of layered homework. And taking the students of two parallel classes in the first year of senior high school as the research object, the experimental class and the control class were conducted for four months, and the process of the practical study of stratified homework was carried out. First of all, through the test paper to understand the specific situation of students, students are divided into different levels. Then the author aims at the characteristics of students at different levels to meet the needs of their learning development level. On the two classes of mathematics learning tests, respectively from the overall results and students at different levels of the test paper before and after the test paper of different levels of scores. To study the positive impact of hierarchical homework design on students' knowledge mastery. In addition, the impact on students' emotional attitude, as well as on the completion of homework. According to the results of the questionnaire and the case interview after the experiment, the confidence and interest of the students in the experimental group have been enhanced. Both the listening state and the concentration of attention have been improved. The practice shows that the students in the experimental group pass the experiment of stratified homework. In the level of mathematics knowledge and mathematics learning emotional attitude can be effectively promoted, thus confirming the hierarchical design of senior high school mathematics homework. It can reduce the burden of students and promote the improvement of academic achievement, and bring positive influence to students' mastery of mathematics knowledge and attitude towards mathematics learning.
【學位授予單位】：沈陽師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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