發(fā)布時間：2018-04-11 05:13

  本文選題：初中數(shù)學(xué) + 類比思想　； 參考：《上海師范大學(xué)》2016年碩士論文

【摘要】：2001年,教育部頒布了《全日制義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)》(實驗稿),對數(shù)學(xué)思想的培養(yǎng)與數(shù)學(xué)應(yīng)用意識的養(yǎng)成提出明確要求。10年后,國家頒布最新《全日制義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)》,對學(xué)生的合情推理與演繹能力提出更高的要求,數(shù)學(xué)思想的培養(yǎng)受到前所未有的重視。類比思想是數(shù)學(xué)思想的核心組成部分之一,在初中數(shù)學(xué)應(yīng)用中具有非常重要的地位,更是人類認識世界與改造世界的工具,但就目前教學(xué)實踐而言,類比思想方法在日常教學(xué)中的應(yīng)用不盡人意,與其地位不相符。類比思想最早發(fā)源于古希臘,著名學(xué)者亞里士多德對其進行了一定的研究,并隨著時代的發(fā)展而不斷完善。所以類比思想方法的界定得以確定,其包括類比思想方法的概念、類比的模式與過程以及類比與歸納之間的關(guān)系。同時根據(jù)教學(xué)規(guī)律與學(xué)生的認知規(guī)律,我們將類比分為簡化類比、結(jié)構(gòu)類比、降緯類比等三大類。此外,由于類比在培養(yǎng)學(xué)生直覺思想能力、增強課堂教學(xué)的有效性與有助于學(xué)生探索新知識等方面具有重要意義,而引起教育界的廣泛重視。類比思想方法不僅僅停留在文本上,而且已經(jīng)在初中數(shù)學(xué)課本上、日常教學(xué)中以及中考命題中都得到一定程度的應(yīng)用,特別是在中考所占比重呈現(xiàn)上升的趨勢。但由于學(xué)生、教師以及評價體系等存在一定的問題,導(dǎo)致類比思想方法的應(yīng)用受到嚴重影響,須引起廣大師生的重視。探究問題的來源,也主要是學(xué)生學(xué)習(xí)的主動性不高、教師的教法不到位與評價體系欠科學(xué)等方面導(dǎo)致的。類比思想方法不僅在教學(xué)方面具有積極作用,而且在提高人類思想緯度與認識及改造世界方面具有重大作用,所以我們應(yīng)從學(xué)生、教師與評價體系三個方面采取有效措施來解決存在的問題。從學(xué)生方面主要表現(xiàn)在學(xué)生主動改變自身學(xué)習(xí)方式與培養(yǎng)自身類比思想方法的策略;教師角度則從善于選擇類比對象、正確把握類比思想方法教學(xué)的時機以及改變傳統(tǒng)教學(xué)模式這三個措施。最后,通過一個運用類比思想方法解題的案例來具體詳細的分析類比思想方法的應(yīng)用。期望這個該案例,讓學(xué)生切實把握與理解類比思想方法的定義、切入點、關(guān)鍵點與解題步驟,形成類比思維。當(dāng)然,教師是教學(xué)的引導(dǎo)者與組織者,更須深入鉆研數(shù)學(xué)思想,給學(xué)生扮演好引路人的角色。
[Abstract]:In 2001, the Ministry of Education promulgated the "Mathematics Curriculum Standard for Full-time compulsory Education" (experimental draft), which puts forward clear requirements for the cultivation of mathematical thought and the cultivation of mathematical application consciousness. Ten years later,The state promulgates the newest Mathematics Curriculum Standard of Full-time compulsory Education, which puts forward higher demands on the students' reasonable reasoning and deductive ability, and the cultivation of mathematical thought is paid more attention to than ever before.The thought of analogy is one of the core components of mathematics thought. It plays a very important role in the application of mathematics in junior high school. It is also a tool for human beings to understand and transform the world. However, as far as the present teaching practice is concerned,The application of analogy thought method in daily teaching is unsatisfactory and does not accord with its status.The thought of analogy originated in ancient Greece. Aristotle, a famous scholar, studied it and perfected it with the development of the times.So the definition of analogy thought method can be determined, which includes the concept of analogy thought method, the model and process of analogy, and the relationship between analogy and induction.At the same time, according to the teaching law and the students' cognitive law, we divide the scores into three categories: simplified analogy, structural analogy and latitude drop analogy.In addition, analogy is of great significance in cultivating students' intuitive and ideological ability, enhancing the effectiveness of classroom teaching and helping students explore new knowledge, which has aroused widespread attention in the educational circles.The analogy thought method not only stays on the text, but also has been applied to a certain extent in the junior middle school mathematics textbook, in the daily teaching and in the middle school examination proposition, especially in the middle school examination takes the proportion to present the rising tendency.However, due to the problems of students, teachers and evaluation system, the application of analogy thought method has been seriously affected, which should be attached importance to by teachers and students.Exploring the source of the problem is mainly caused by the students' low initiative in learning, the lack of teaching methods and the unscientific evaluation system.The analogy thought method not only plays a positive role in teaching, but also plays an important role in raising the latitude of human thought and understanding and transforming the world, so we should start with the students,Teachers and evaluation system to take effective measures to solve the existing problems.From the aspect of students, it is mainly manifested in the strategies of students' initiative to change their own learning methods and to cultivate their own analogical thinking methods, while the teachers' perspective is to be good at selecting the objects of analogy.Correctly grasp the time of analogical ideological method teaching and change the traditional teaching mode.Finally, the application of analogy thought method is analyzed in detail by a case of solving problems by analogy thought method.It is expected that this case will enable students to grasp and understand the definition, entry point, key points and problem-solving steps of analogical thinking, so as to form analogical thinking.Of course, the teacher is the guide and organizer of teaching.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

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