本文選題：中學(xué)數(shù)學(xué)　切入點(diǎn)：數(shù)學(xué)逆向思維　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著社會(huì)的高速發(fā)展,創(chuàng)新能力越來越成為體現(xiàn)一個(gè)人能力的重要因素。創(chuàng)新能力首先要求有創(chuàng)新思維,而逆向思維作為創(chuàng)新思維的一個(gè)重要組成部分,對(duì)社會(huì)的發(fā)展起到了重要的作用。中學(xué)時(shí)期是學(xué)生思維養(yǎng)成的重要階段,在中學(xué)數(shù)學(xué)教學(xué)中有意識(shí)地培養(yǎng)學(xué)生的數(shù)學(xué)逆向思維能力不僅能夠提高學(xué)生學(xué)習(xí)數(shù)學(xué)的能力,更有利于其創(chuàng)新能力的發(fā)展。本文首先介紹了思維、數(shù)學(xué)思維的概念,以及逆向思維的概念與特征,接著對(duì)數(shù)學(xué)逆向思維做了論述。通過對(duì)山東省德州市部分初中學(xué)生的逆向思維能力現(xiàn)狀進(jìn)行調(diào)查,對(duì)測試結(jié)果進(jìn)行量化與質(zhì)性分析,歸納總結(jié)出初中生應(yīng)用數(shù)學(xué)逆向思維進(jìn)行解題時(shí)存在的諸多問題。根據(jù)調(diào)查分析結(jié)果,總結(jié)出了學(xué)生數(shù)學(xué)逆向思維能力現(xiàn)狀,以及學(xué)生運(yùn)用數(shù)學(xué)逆向思維進(jìn)行解題時(shí)存在的問題。綜合以上定量分析與定性分析的結(jié)論,總結(jié)得到影響初中生數(shù)學(xué)逆向思維能力的幾個(gè)方面的因素:教師的教學(xué)觀與能力;教學(xué)組織形式;學(xué)生對(duì)知識(shí)的掌握程度;學(xué)生的思維品質(zhì)。然后結(jié)合數(shù)學(xué)學(xué)科教學(xué)實(shí)際,提出了從教師自身與教學(xué)兩個(gè)方面培養(yǎng)中學(xué)生數(shù)學(xué)逆向思維能力的教學(xué)建議。教師要從轉(zhuǎn)變教學(xué)觀念、充分鉆研教材、增強(qiáng)培養(yǎng)學(xué)生逆向思維的意識(shí)等幾個(gè)放面提高自身素質(zhì)。在教學(xué)過程中通過設(shè)疑,引導(dǎo)學(xué)生積極思考;引導(dǎo)學(xué)生自主探究知識(shí)本質(zhì);在解題教學(xué)中進(jìn)行逆向變式訓(xùn)練等方法有意識(shí)地培養(yǎng)學(xué)生的逆向思維能力。
[Abstract]:With the rapid development of society, innovative ability has become an important factor to reflect a person's ability. Innovation ability requires creative thinking, and reverse thinking is an important part of innovative thinking. It plays an important role in the development of society. The middle school period is an important stage for students to cultivate their thinking. In the middle school mathematics teaching, it is not only possible to improve the students' ability of learning mathematics, but also to cultivate the students' ability of thinking in the opposite direction of mathematics. This paper first introduces the concept of thinking, mathematical thinking, and the concept and characteristics of reverse thinking. Through the investigation of the present situation of the students' ability of reverse thinking in some junior middle schools in Dezhou City of Shandong Province, the quantitative and qualitative analysis of the test results is carried out. This paper sums up many problems existing in junior high school students' application of reverse thinking in mathematics to solve problems. According to the results of investigation and analysis, the present situation of students' ability of reverse thinking in mathematics is summarized. And the problems existing when students use reverse thinking to solve problems. Synthesizing the conclusions of quantitative analysis and qualitative analysis above, the author summarizes the factors that affect the ability of mathematics reverse thinking of junior high school students: teachers' teaching view and ability; The form of teaching organization, the degree of students' mastery of knowledge, the quality of students' thinking. This paper puts forward some teaching suggestions on how to cultivate the students' ability of reverse thinking in mathematics from the two aspects of teachers themselves and teaching. Strengthen the consciousness of cultivating students' reverse thinking and improve their own quality. In the process of teaching, we can guide students to think actively, guide students to explore the essence of knowledge independently. In the teaching of problem-solving, the methods of reverse variant training are used to cultivate students' ability of reverse thinking.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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