本文選題：數(shù)學概念 + 概念教學��； 參考：《聊城大學》2017年碩士論文

【摘要】：數(shù)學概念作為最基本的數(shù)學知識,是數(shù)學知識體系的重要組成部分,也是導出定理、公式、法則的邏輯出發(fā)點;同時,它還是發(fā)展學生的知識與技能、過程與方法、情感、態(tài)度與價值觀的良好載體.基于現(xiàn)代概念教學研究中重視理論忽視概念教學過程的現(xiàn)狀,同時為了給概念教學提供具體的教學策略,對數(shù)學概念教學做進一步地研究是十分必要的.論文采用課例、問卷調(diào)查的方式,對初中數(shù)學概念教學與概念學習進行了調(diào)查,通過對調(diào)查結果的分析,發(fā)現(xiàn)在初中數(shù)學概念教學和概念學習過程中存在著問題.為了解決這些問題,也為了更好的服務于概念教學,對概念教學策略進行了研究.論文在相關理論的指導下,界定了數(shù)學概念的定義,闡述了數(shù)學概念的特點與地位,詳細的展示了概念教學的過程,將概念教學分成概念引入、概念理解、概念鞏固、概念體系構建四個階段,并且給出概念學習的兩種形式:概念形成和概念同化.針對調(diào)查結果分析出的問題,結合概念的特點、學生的特點,從概念引入、概念理解、概念鞏固、概念體系構建四個階段提出詳細的教學策略,并借助教學實例給予說明.基于上述概念教學策略,對“數(shù)軸”與“一元一次方程”概念教學進行了詳細的教學設計.
[Abstract]:As the most basic mathematical knowledge, mathematical concept is an important part of mathematical knowledge system, and it is also the logical starting point to derive theorems, formulas and rules, at the same time, it also develops students' knowledge and skills, process and method, emotion.A good carrier of attitude and values.In the research of modern concept teaching, it is very necessary to pay attention to the present situation of the concept teaching process and to provide the concrete teaching strategy for the concept teaching, so it is necessary to do further research on the mathematics concept teaching.This paper adopts the method of class example and questionnaire to investigate the concept teaching and learning of mathematics in junior high school. Through the analysis of the results of the investigation, it is found that there are some problems in the process of concept teaching and learning in junior high school mathematics.In order to solve these problems, and to better serve the concept teaching, concept teaching strategies are studied.Under the guidance of relevant theories, the paper defines the definition of mathematical concepts, expounds the characteristics and status of mathematical concepts, shows the process of concept teaching in detail, and divides concept teaching into concepts, concept understanding, concept consolidation, and so on.The concept system is constructed in four stages, and two forms of concept learning are given: concept formation and concept assimilation.According to the analysis of the investigation results, combined with the characteristics of the concept and the characteristics of the students, this paper puts forward detailed teaching strategies from the four stages of concept introduction, concept understanding, concept consolidation and concept system construction, and explains them with the aid of teaching examples.Based on the above concept teaching strategy, the teaching design of the concept of "number axis" and "unitary first order equation" is carried out in detail.
【學位授予單位】：聊城大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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本文編號：1733325