本文選題：初三數(shù)學(xué)　切入點(diǎn)：類比推理能力　出處：《揚(yáng)州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：2011年的時候,教育部制定并頒布了《義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)》,在這一標(biāo)準(zhǔn)中重點(diǎn)強(qiáng)調(diào)了在數(shù)學(xué)課堂中要注重發(fā)展學(xué)生的推理能力,并指出推理能力的發(fā)展應(yīng)存在于整個義務(wù)教育階段的數(shù)學(xué)學(xué)習(xí)過程中。自此之后無論是碩、博論文還是期刊都開始把關(guān)注的重點(diǎn)從教學(xué)中應(yīng)用類比推理轉(zhuǎn)向了如何利用教學(xué)來培養(yǎng)學(xué)生的類比推理能力。目前來說,對于學(xué)生類比推理能力的研究主要集中在高中,關(guān)于初中生類比推理能力的研究較少。本文通過查找、閱讀大量文獻(xiàn)總結(jié)了關(guān)于類比推理的四個重要理論:Gentner的結(jié)構(gòu)映射理論、Holyoak的實用圖示理論、Ross的樣例理論和Piaget的結(jié)構(gòu)階段理論;從類比推理最早研究者、實施過程、實施原則和分類四個方面對類比推理進(jìn)行了文獻(xiàn)綜述;根據(jù)高紀(jì)平從類比的兩個對象的相似性的屬性特征將類比分為:性質(zhì)類比、關(guān)系類比、結(jié)構(gòu)類比、方法類比和命題類比五種形式。通過調(diào)查問卷重點(diǎn)研究了兩個學(xué)校初三學(xué)生數(shù)學(xué)類比推理能力的現(xiàn)狀:初三學(xué)生在關(guān)系類比、方法類比、結(jié)構(gòu)類比以及命題類比方面的類比推理能力都不是很高,但在性質(zhì)類比方面的類比推理能力最高;最小值關(guān)系類比推理能力高于運(yùn)算關(guān)系類比推理能力;計數(shù)方法高于數(shù)形結(jié)合類比推理能力,對于計數(shù)法的類比,簡單的問題可以進(jìn)行正確的類比,但是對于比較復(fù)雜,數(shù)字比較大的,有難度的問題,小部分綜合能力比較強(qiáng)的學(xué)生還是能夠通過觀察、思考,進(jìn)行正確地類比得出準(zhǔn)確答案的,但是大部分的學(xué)生做題盲目,缺乏系統(tǒng)性,研究問題不透徹。通過調(diào)查問卷的形式對初三數(shù)學(xué)教師類比推理教學(xué)進(jìn)行了調(diào)查與分析,可以得到:大多數(shù)的教師是通過參加新課程培訓(xùn)的時候才知道“類比推理”的,認(rèn)為現(xiàn)行的教科書對于類比推理相關(guān)內(nèi)容的安排還算合理,在教學(xué)中能夠做到有意識的使用“類比推理”,大部分教師認(rèn)為在講授新課、例題講解環(huán)節(jié)類比教學(xué)的效果比較好。一些更加切實有效的提高學(xué)生類比推理的能力的策略也要認(rèn)真地去尋找、去探索、去實踐。緊接著從教師教學(xué)、學(xué)生自身和評價體系三個方面總結(jié)了培養(yǎng)學(xué)生數(shù)學(xué)類比推理能力的策略;又從與事例做類比和與舊知識的類比兩個方面具體闡述了類比推理在初中數(shù)學(xué)教學(xué)中的應(yīng)用。
[Abstract]:In 2011, the Ministry of Education formulated and promulgated the Mathematics Curriculum Standard for compulsory Education, in which the emphasis was placed on developing students' reasoning ability in mathematics classes. It is pointed out that the development of reasoning ability should exist in the process of mathematics learning in the whole compulsory education stage. In both papers and journals, the focus of attention has shifted from applying analogical reasoning in teaching to how to use teaching to develop students' ability of analogical reasoning. At present, the research on students' ability of analogical reasoning is mainly focused on senior high school. There are few researches on the ability of analogy reasoning of junior high school students. Reading a great deal of literature, we summarize four important theories on analogical reasoning:: Gentner's structural mapping theory and Holyoak's practical schema theory, Ross's sample theory and Piaget's structural stage theory, from the perspective of the earliest researchers of analogical reasoning, the process of implementation. According to Gao Jiping's attribute characteristics of similarity between two objects, analogy is divided into three parts: nature analogy, relation analogy, structure analogy, and so on. Methods five forms of analogy and propositional analogy were used to study the present situation of mathematical analogical reasoning ability of junior high school students in two schools by questionnaire: the third grade students in the relation analogy, the method analogy, the third grade students in the relation analogy, the method analogy in the middle school. The ability of analogy reasoning in structure analogy and propositional analogy is not very high, but the ability of analogy reasoning in nature analogy is the highest, the ability of analogy reasoning in minimum value relation is higher than that in operation relation analogy reasoning. The method of counting is superior to the ability of numeral-form combined analogy reasoning. For the analogy of counting method, simple problems can be compared correctly, but for the more complicated, the larger numbers, the more difficult problems, A small number of students with relatively strong comprehensive abilities are still able to come up with accurate answers through observation, thinking, and correct analogy, but most of them are blind and lack of systematicness in doing problems. Through the investigation and analysis of analogical reasoning teaching of junior high school mathematics teachers in the form of questionnaire, it can be concluded that most teachers know "analogy reasoning" only when they take part in the new curriculum training. It is considered that the current textbook is reasonable for the arrangement of the related contents of analogical reasoning, and can consciously use "analogical reasoning" in teaching. Most teachers think that they are teaching new lessons. Some more practical and effective strategies to improve students' ability of analogical reasoning should also be carefully sought, explored, and practiced. Then, from the perspective of teachers' teaching, This paper summarizes the strategies of cultivating students' ability of analogical reasoning in mathematics from the aspects of students themselves and evaluation system, and expounds the application of analogy reasoning in mathematics teaching in junior high school from two aspects: making analogy with examples and analogy with old knowledge.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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