本文選題：課前學生分析　切入點：學生分析模式　出處：《閩南師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：隨著課程改革的逐步深入,教師的關注目光更多的轉向學生,教學須以學生為中心,發(fā)揮學生的能動性。這就要求教師要做好學生分析,加強教學設計的針對性,提高學生的學習質量。因此,研究高中數學教師課前學生分析,就是一件非常有意義的事情。本文在文獻研究的基礎上,結合本人的教學經驗,對高中數學教師課前學生分析的情況作出調查和訪談,并基于調查結果,嘗試建立高中數學教師課前學生分析模式。調查研究表明:一、高中數學教師大部分重視課前學生分析,認為課前學生分析有利于教師設計出適合學生的教學設計方案,有利于有針對性的進行有效的教學,滿足不同學生的不同需求;二、教師課前學生分析的方法主要是談話法、經驗分析法、學生提問法等。教師運用這些方法所獲得的學生情況,雖然對教學有一定的指導性,但未能反映學生的真實情況,怎樣在經驗認識的基礎上進行準確的學生分析,對一線教師來說是比較困難的問題;三、教師課前學生分析的結果,沒有很好地運用到教學中,教學以學生為中心還存在很大的差距�；谝陨险J識,本文提出課前學生分析模式包括:理論基礎、基本內容、主要方法(途徑)、基本原則等幾個方面。理論基礎包含心理學理論、數學教學理論和教學設計理論�；緝热莺头椒ㄓ�:一是知識與技能的分析,主要方法有概念圖法、課前預習卡、訪談問卷和技能先行條件分析法;二是學習態(tài)度的分析,主要方法有觀察、談話或態(tài)度量表;三是學習風格的的分析,主要有談話、作業(yè)分析、觀察學生在課堂上表現等途徑和診斷學習風格的測試表法;四是學習動機的分析,主要采用訪談、觀察、測量與調查等方法。基本原則包含整體把握學生,更要注意差異性;注意分析學生的可接受性;準確分析學生,注意過程性;適度分析學生,注意量力性。該模式還具有以下特點:分析內容突出課堂教學的需要,兼顧全面;分析方法以經驗分析為主,兼顧專業(yè)測試;有指導性的提示問題,幫助教師深入分析。實踐結果顯示:教師運用該模式能更好地反映學生的真實情況,能提高教學設計的針對性,學生的聽課效率有所增強。實踐結果還說明,教師運用該模式還要注意以下問題:注重知識與技能分析的同時,也要注重對學生態(tài)度、學習風格和學習動機的分析;對于學生分析的方法,能在教師經驗分析的基礎上,采取測試量表,問卷調查等更專業(yè)的方法進行,使得學生分析更加接近學生的實際學習情況;在模式中的基本原則的指導下進行課前學生分析,得出的學生分析的學習情況會更科學更實際。
[Abstract]:With the gradual deepening of curriculum reform, teachers' attention turns to students more and more, and teaching should be student-centered and give full play to students' initiative, which requires teachers to do a good job of student analysis and strengthen the pertinence of teaching design. Therefore, it is very meaningful to study the pre-class student analysis of high school mathematics teachers. Based on the literature research, this paper combines my teaching experience, This paper makes an investigation and interview on the analysis of pre-class students of senior high school mathematics teachers, and based on the results of the investigation, attempts to establish a model of pre-class students' analysis for senior high school mathematics teachers. Most senior high school mathematics teachers attach importance to pre-class student analysis, think that pre-class student analysis is conducive to teachers to design a suitable teaching design scheme for students, is conducive to targeted and effective teaching, to meet the different needs of different students; second, The methods used by teachers to analyze students before class are mainly talking method, experience analysis method, student questioning method and so on. Although the students' situation obtained by teachers using these methods is instructive to some extent, it fails to reflect the students' true situation. How to make accurate student analysis on the basis of experience and cognition is a difficult problem for first-line teachers. Third, the results of teachers' pre-class student analysis have not been well applied to teaching. There is still a big gap in student-centered teaching. Based on the above understanding, this paper proposes that the pre-class student analysis model includes: theoretical basis, basic content, The main methods (approaches, basic principles, etc.). The theoretical basis includes psychological theory, mathematical teaching theory and instructional design theory. The basic contents and methods are as follows: first, the analysis of knowledge and skills, the main methods are concept map, Pre-class study cards, interview questionnaires and skills first condition analysis; second, analysis of learning attitude, mainly by observation, conversation or attitude scale; third, analysis of learning style, mainly conversation and homework analysis, The fourth is the analysis of learning motivation, which mainly adopts the methods of interview, observation, measurement and investigation, etc. The basic principles include grasping the students as a whole and paying more attention to the differences. Attention is paid to analyzing students' acceptability, accurately analyzing students, paying attention to process, moderately analyzing students and paying attention to the ability to measure. The model also has the following characteristics: analyzing contents to highlight the needs of classroom teaching, giving consideration to all aspects; The analytical method is based on experience analysis, taking into account professional tests, instructive and instructive questions to help teachers analyze deeply. The practical results show that teachers can better reflect the real situation of students by using this model. The practical results also show that teachers should pay attention to the following problems: pay attention to the analysis of knowledge and skills, but also pay attention to the attitude towards students. The analysis of learning style and motivation, the method of student analysis can be based on the teacher's experience analysis, taking more professional methods, such as measuring scale and questionnaire, so that the students' analysis is closer to the students' actual learning situation. Under the guidance of the basic principles in the model, the student analysis before class will be more scientific and practical.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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