本文關(guān)鍵詞： 支架式教學(xué)模式 數(shù)學(xué)概念教學(xué) 概念教學(xué)設(shè)計(jì)　出處：《魯東大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：數(shù)學(xué)概念具有重要的地位,教師對(duì)于數(shù)學(xué)概念教學(xué)的好壞,將對(duì)學(xué)生的數(shù)學(xué)學(xué)習(xí)與發(fā)展產(chǎn)生產(chǎn)生著影響。但通過(guò)對(duì)概念教學(xué)現(xiàn)狀進(jìn)行調(diào)查,教師講學(xué)生聽(tīng)仍然是概念課堂主流的模式,忽視了學(xué)生對(duì)概念形成過(guò)程的探索,違背了認(rèn)知發(fā)展規(guī)律。而支架式教學(xué)模式作為一種教學(xué)模式,能夠促使學(xué)生主動(dòng)建構(gòu)知識(shí),彌補(bǔ)目前初中數(shù)學(xué)概念教學(xué)的弊端。由此本文在概念教學(xué)中運(yùn)用此模式,探索其有效性及價(jià)值。本文從實(shí)踐的角度出發(fā),通過(guò)問(wèn)卷調(diào)查的方式了解目前初中數(shù)學(xué)概念教學(xué)的現(xiàn)狀,找出目前數(shù)學(xué)概念教學(xué)中存在的問(wèn)題,針對(duì)存在的問(wèn)題結(jié)合理論分析了支架式教學(xué)模式應(yīng)用在初中數(shù)學(xué)概念教學(xué)中的可行性,并對(duì)支架式教學(xué)模式構(gòu)成的環(huán)節(jié)、數(shù)學(xué)概念教學(xué)中支架的類(lèi)型以及在數(shù)學(xué)概念教學(xué)中應(yīng)用支架的原則進(jìn)行了闡述。為驗(yàn)證支架式教學(xué)模式在數(shù)學(xué)概念教學(xué)中應(yīng)用的效果,由此開(kāi)展了實(shí)驗(yàn)研究,通過(guò)對(duì)實(shí)驗(yàn)前后實(shí)驗(yàn)班與對(duì)照班學(xué)生概念建構(gòu)能力的比較,實(shí)驗(yàn)班學(xué)生數(shù)學(xué)學(xué)習(xí)興趣的變化,以及實(shí)驗(yàn)后對(duì)學(xué)生的訪談,進(jìn)一步檢驗(yàn)在初中數(shù)學(xué)概念教學(xué)中應(yīng)用支架式教學(xué)模式的效果。最后,依據(jù)數(shù)學(xué)課程標(biāo)準(zhǔn)、結(jié)合支架式教學(xué)模式的環(huán)節(jié)、支架的類(lèi)型以及應(yīng)用的原則進(jìn)行更為合理的數(shù)學(xué)概念教學(xué)設(shè)計(jì)。通過(guò)對(duì)支架式教學(xué)模式的實(shí)踐研究,得出以下結(jié)論;第一,在初中數(shù)學(xué)概念教學(xué)中應(yīng)用支架式教學(xué)模式對(duì)學(xué)生概念的認(rèn)識(shí)方面無(wú)影響,但能夠提高學(xué)生概念理解、應(yīng)用水平。第二,能夠激發(fā)學(xué)生的數(shù)學(xué)學(xué)習(xí)興趣,改變學(xué)生數(shù)學(xué)概念學(xué)習(xí)的態(tài)度及方法。
[Abstract]:The mathematics concept has an important position, the teacher to the mathematics concept teaching good or bad, will have the influence to the student's mathematics study and the development, but through carries on the investigation to the concept teaching present situation. It is still the mainstream mode of concept classroom for teachers to talk about students' listening, ignoring students' exploration of concept formation process, and violating the law of cognitive development, while the scaffolding teaching model is a teaching model. It can encourage students to construct knowledge actively and make up for the shortcomings of mathematics concept teaching in junior high school. Therefore, this paper applies this model in concept teaching to explore its validity and value. This paper starts from the point of view of practice. Through the way of questionnaire survey to understand the current situation of mathematics concept teaching in junior high school, to find out the existing problems in mathematics concept teaching. According to the existing problems combined with the theory this paper analyzes the feasibility of the application of the scaffolding teaching model in the junior high school mathematics concept teaching and the structure of the scaffolding teaching model. The types of scaffolds in mathematical concept teaching and the principle of applying scaffolds in mathematical concept teaching are expounded. In order to verify the effect of scaffolding teaching mode in mathematics concept teaching, experimental research is carried out. By comparing the ability of concept construction between the experimental class and the control class before and after the experiment, the change of the students' interest in mathematics learning and the interview with the students after the experiment. Further test the application of scaffolding teaching model in junior high school mathematics concept teaching. Finally, according to the mathematics curriculum standards, combined with the links of the scaffolding teaching model. The types of scaffolds and the principles of their application are used to design the mathematical concepts more reasonably. The following conclusions are drawn through the practical research on the scaffolding teaching model; First, the use of scaffolding teaching mode in junior high school mathematics concept teaching has no effect on the understanding of students' concepts, but it can improve students' understanding and application level. Second, it can stimulate students' interest in mathematics learning. Change students' attitude and methods of learning mathematical concepts.
【學(xué)位授予單位】：魯東大學(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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本文編號(hào)：1464185