本文選題：提出數(shù)學(xué)問題 + 創(chuàng)新思維　； 參考：《延安大學(xué)》2017年碩士論文

【摘要】：提出問題是學(xué)生創(chuàng)造思維的發(fā)揮,是學(xué)生素質(zhì)發(fā)展的重要一環(huán).本文關(guān)于提出的數(shù)學(xué)問題的定義不局限于課本中的數(shù)學(xué)知識(shí),是涵蓋所有生活情境的數(shù)學(xué)問題.不論是對(duì)所面對(duì)的情境中已有的問題的質(zhì)疑,還是在解決困境時(shí)要突破的目標(biāo)問題,都包括在內(nèi).能夠提出數(shù)學(xué)問題,一方面能幫助學(xué)生解決問題,實(shí)現(xiàn)目標(biāo);一方面可以折射出他們?cè)谄綍r(shí)的學(xué)習(xí)中對(duì)知識(shí)的掌握程度和取舍偏好.敢于提出數(shù)學(xué)問題,特別是一個(gè)好的數(shù)學(xué)問題,能形成創(chuàng)新的心理品質(zhì),為學(xué)生的發(fā)展提供無限空間.本文主要是在閱讀大量有關(guān)提出數(shù)學(xué)問題的書籍和文獻(xiàn)的基礎(chǔ)上,研究提出數(shù)學(xué)問題能力的理論基礎(chǔ),首先分別就提出數(shù)學(xué)問題這一方面,對(duì)七年級(jí)的老師和學(xué)生進(jìn)行調(diào)查研究,得出了一系列數(shù)據(jù),根據(jù)每組數(shù)據(jù),繪制了男女生回答結(jié)果的柱狀統(tǒng)計(jì)圖以及扇形統(tǒng)計(jì)圖來幫助分析.在此基礎(chǔ)上首先從學(xué)生的角度,分析了七年學(xué)生的學(xué)習(xí)特點(diǎn),影響學(xué)生提出數(shù)學(xué)問題的因素,然后從內(nèi)部因素和外部因素,主要是教師層面進(jìn)行了分析.分析整理之后,給出教師在教學(xué)中和學(xué)生在學(xué)習(xí)時(shí)有利于提高提問能力的建議.本文認(rèn)為,教師的教學(xué)觀念應(yīng)轉(zhuǎn)變?yōu)椤鞍褯]問題的學(xué)生變?yōu)橛袉栴}的學(xué)生”.把培養(yǎng)學(xué)生的數(shù)學(xué)問題意識(shí)滲透在課堂中.教師授課時(shí),依靠提出數(shù)學(xué)問題作為重要環(huán)節(jié),創(chuàng)設(shè)具體的數(shù)學(xué)情境,引導(dǎo)學(xué)生把學(xué)到的數(shù)學(xué)知識(shí)運(yùn)用到實(shí)際中去.提出數(shù)學(xué)問題能力的提高既是學(xué)習(xí)的起點(diǎn),又是教師教學(xué)的落點(diǎn).教學(xué)的最終歸宿是幫助學(xué)生形成解決實(shí)際問題的能力,培養(yǎng)學(xué)生敢于創(chuàng)新.就學(xué)生的學(xué)習(xí)而言,首先要豐富數(shù)學(xué)知識(shí),夯實(shí)數(shù)學(xué)基本技能.真正消化老師已經(jīng)講了的知識(shí),在學(xué)習(xí)新的知識(shí)時(shí),才能形成新舊知識(shí)的聯(lián)系,找到認(rèn)知上的沖突,然后產(chǎn)生問題.其次是善于觀察,發(fā)現(xiàn)各種數(shù)學(xué)問題,發(fā)現(xiàn)問題才能提出問題.不管是課本上的問題,還是生活中的問題都來自于觀察.只有善于觀察,才能碰撞出更多的問題,在不斷地碰撞之后,學(xué)生會(huì)提出越來越好的,涵蓋范圍更廣的數(shù)學(xué)問題.同時(shí),要記錄自己的心中疑惑.心里有了疑點(diǎn),及時(shí)記錄下來有助于提升提出的數(shù)學(xué)問題的質(zhì)量.還能總結(jié)一些提出好的數(shù)學(xué)問題的方法,而且能更好地與老師和同學(xué)交流.文章的最后,對(duì)課題研究本身進(jìn)行了總結(jié)和反思,結(jié)合自身教學(xué)實(shí)踐反思了關(guān)于數(shù)學(xué)問題能力的教學(xué).肯定了研究的必要性,提出了研究的不足,同時(shí)展望了研究前景.
[Abstract]:Putting forward questions is the exertion of students' creative thinking and an important link in the development of students' quality.The definition of mathematical problems proposed in this paper is not limited to the mathematical knowledge in textbooks, but covers all life situations.Questions about the existing problems in the situation, as well as the goal of breaking through in solving the dilemma, are included.On the one hand, it can help students solve problems and achieve their goals; on the other hand, it can reflect their knowledge mastery and preference in their normal study.Dare to put forward mathematical problems, especially a good mathematical problem, can form innovative psychological quality, and provide unlimited space for the development of students.On the basis of reading a large number of books and literature about raising mathematical problems, this paper studies the theoretical basis of the ability to put forward mathematical questions.A series of data were obtained from the investigation of teachers and students in grade 7. According to each group of data, the columnar and fan statistical charts of the answer results of male and female students were drawn to help the analysis.On this basis, the author first analyzes the characteristics of students' study in seven years from the point of view of students, and then analyzes the factors that affect the students' putting forward mathematical problems, and then analyzes them from the internal and external factors, mainly from the teacher level.After analyzing and sorting out, some suggestions are given that teachers and students can improve their ability to ask questions in teaching and learning.This paper holds that teachers' teaching concept should be changed into "turning the students who have no problems into the students with problems".To cultivate students' awareness of mathematical problems in the classroom.In the course of teaching, teachers rely on raising mathematical questions as an important link, create specific mathematical situations, and guide students to apply the mathematical knowledge they have learned to practice.The improvement of mathematics problem ability is not only the starting point of learning, but also the point of teachers' teaching.The ultimate goal of teaching is to help students form the ability to solve practical problems and cultivate students to dare to innovate.As far as students are concerned, they should enrich their mathematics knowledge and consolidate their basic mathematics skills.The real digestion of what the teacher has said, in learning new knowledge, can form the relationship between new and old knowledge, find cognitive conflicts, and then create problems.The second is to be good at observation, find all kinds of mathematical problems, find problems can raise problems.Whether it's a textbook problem or a life problem, it all comes from observation.Only by being observant can more problems arise. After repeated collisions, students will ask better and broader mathematical problems.At the same time, record your own doubts.Having doubts in mind, recording them in time helps to improve the quality of the mathematical questions raised.It can also summarize some methods of raising good mathematical problems, and better communicate with teachers and students.At the end of the article, the author sums up and reflects on the research itself, and reflects on the teaching of mathematics problem ability in combination with its own teaching practice.The necessity of the research is confirmed, the deficiency of the research is put forward, and the prospect of the research is prospected.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 夏小剛;汪秉彝;呂傳漢;;中小學(xué)生提出數(shù)學(xué)問題能力的評(píng)價(jià)再探[J];數(shù)學(xué)教育學(xué)報(bào);2008年02期

2 鄭雪靜;汪秉彝;呂傳漢;;中小學(xué)生提出數(shù)學(xué)問題能力評(píng)價(jià)探究[J];數(shù)學(xué)教育學(xué)報(bào);2007年03期

3 俞國(guó)良,侯瑞鶴;問題意識(shí)、人格特征與教育創(chuàng)新中的創(chuàng)造力培養(yǎng)[J];復(fù)旦教育論壇;2003年04期

4 宋振韶;課堂提問基本模式以及學(xué)生提問的研究現(xiàn)狀(下)[J];學(xué)科教育;2003年02期

5 周若虹,呂傳漢;學(xué)生提出數(shù)學(xué)問題能力的評(píng)價(jià)[J];貴州師范大學(xué)學(xué)報(bào)(自然科學(xué)版);2002年02期

6 王文靜;情境認(rèn)知與學(xué)習(xí)理論研究述評(píng)[J];全球教育展望;2002年01期

7 鄭毓信;;努力培養(yǎng)學(xué)生提出問題的能力——從“在數(shù)學(xué)課中培養(yǎng)創(chuàng)新意識(shí)”一文談起[J];數(shù)學(xué)教學(xué)通訊;2000年06期

8 姜濤;改革高師數(shù)學(xué)教育培養(yǎng)創(chuàng)新人才[J];數(shù)學(xué)教育學(xué)報(bào);2000年01期

9 楊騫;數(shù)學(xué)應(yīng)用教育的歷史回顧與現(xiàn)狀——數(shù)學(xué)應(yīng)用教育系列研究之二[J];中學(xué)數(shù)學(xué)教學(xué)參考;1999年07期

10 余文森,王永,張文質(zhì);讓學(xué)生發(fā)揮自學(xué)潛能 讓課堂煥發(fā)生命活力——福建省中小學(xué)“指導(dǎo)—自主學(xué)習(xí)”教改實(shí)驗(yàn)研究總結(jié)[J];教育研究;1999年03期

相關(guān)博士學(xué)位論文 前1條

1 斯海霞;高中生數(shù)學(xué)問題提出能力發(fā)展進(jìn)程研究[D];華東師范大學(xué);2014年

相關(guān)碩士學(xué)位論文 前2條

1 侯英;中小學(xué)“數(shù)學(xué)情境與提出問題”教學(xué)對(duì)培養(yǎng)學(xué)生提出問題能力的研究[D];貴州師范大學(xué);2006年

2 楊孝斌;中小學(xué)“數(shù)學(xué)情境與提出問題”教學(xué)研究探析[D];貴州師范大學(xué);2004年

，

本文編號(hào)：1740967