本文選題：教學(xué)設(shè)計(jì) + 數(shù)學(xué)定理�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)定理是數(shù)學(xué)知識(shí)的主要組成部分,定理教學(xué)在整個(gè)數(shù)學(xué)教學(xué)中也占據(jù)著重要的地位。經(jīng)過(guò)精心設(shè)計(jì)的定理教學(xué),不但可以發(fā)展學(xué)生的數(shù)學(xué)邏輯思維能力,而且能幫助學(xué)生建構(gòu)數(shù)學(xué)知識(shí)結(jié)構(gòu),使學(xué)生更深刻地理解數(shù)學(xué)的內(nèi)涵。高師數(shù)學(xué)教育專業(yè)的學(xué)生作為未來(lái)的數(shù)學(xué)教師,在大學(xué)階段,不僅要學(xué)習(xí)數(shù)學(xué)學(xué)科的專業(yè)知識(shí),掌握相關(guān)的教育理論知識(shí),還要進(jìn)行職業(yè)技能訓(xùn)練,而數(shù)學(xué)教學(xué)設(shè)計(jì)就是其中重要的一環(huán)。高師數(shù)學(xué)教育專業(yè)的學(xué)生在進(jìn)行定理教學(xué)設(shè)計(jì)時(shí),往往會(huì)遇到一定的困難。為了提高高師數(shù)學(xué)教育專業(yè)學(xué)生定理教學(xué)設(shè)計(jì)的能力,本文就針對(duì)他們定理教學(xué)設(shè)計(jì)的困難展開(kāi)分析研究,找出困難的原因,并提出相應(yīng)的建議。本文運(yùn)用調(diào)查法進(jìn)行了兩次調(diào)查,并利用Word和Excel軟件進(jìn)行了數(shù)據(jù)的統(tǒng)計(jì)和分析。在第一次調(diào)查中,選取了179個(gè)調(diào)查對(duì)象,他們分別是來(lái)自山東師范大學(xué)、曲阜師范大學(xué)、濟(jì)南大學(xué)、齊魯師范學(xué)院數(shù)學(xué)教育專業(yè)學(xué)習(xí)過(guò)教學(xué)設(shè)計(jì)課程的大四學(xué)生,通過(guò)數(shù)據(jù)的統(tǒng)計(jì)和整理,找出高師數(shù)學(xué)教育專業(yè)學(xué)生定理教學(xué)設(shè)計(jì)的主要困難有哪些,為第二次調(diào)查做好準(zhǔn)備。隨后,從參加第一次調(diào)查的高師數(shù)學(xué)教育專業(yè)的學(xué)生中抽取50人進(jìn)行了第二次調(diào)查,從調(diào)查結(jié)果中分析定理教學(xué)設(shè)計(jì)困難的原因是什么。最后,針對(duì)此問(wèn)題提出了建議。通過(guò)調(diào)查研究,高師數(shù)學(xué)教育專業(yè)學(xué)生定理教學(xué)設(shè)計(jì)的困難主要表現(xiàn)在以下方面:在定理教學(xué)中創(chuàng)設(shè)適當(dāng)?shù)膯?wèn)題情境;設(shè)計(jì)教師的活動(dòng),組織和引導(dǎo)學(xué)生探索定理的證明的方法和思路;分析整個(gè)學(xué)科的知識(shí)結(jié)構(gòu);分析不同階段學(xué)生已有的知識(shí)經(jīng)驗(yàn);掌握各種教學(xué)方法的適用范圍;了解數(shù)學(xué)知識(shí)發(fā)展歷程;對(duì)本課教學(xué)內(nèi)容教學(xué)做出適當(dāng)修改。由分析得,產(chǎn)生困難的主要原因是:數(shù)學(xué)定理的高度抽象化、概括化;創(chuàng)設(shè)問(wèn)題情境的能力不足;引導(dǎo)學(xué)生證明定理時(shí)缺乏一定的方法和思路;對(duì)定理證明的潛在價(jià)值挖掘不深,重結(jié)論,輕過(guò)程;對(duì)教材內(nèi)容的編排不熟悉,不能了解不同階段學(xué)生已有的知識(shí)經(jīng)驗(yàn);整體把握課程能力不足;缺乏教學(xué)實(shí)踐經(jīng)驗(yàn);數(shù)學(xué)史知識(shí)欠缺。針對(duì)此現(xiàn)狀,本文對(duì)提高高師數(shù)學(xué)教育專業(yè)學(xué)生定理教學(xué)設(shè)計(jì)能力提出了建議,主要包括:教師教的基本要求:通過(guò)定理教學(xué)案例,加強(qiáng)高師數(shù)學(xué)教育專業(yè)學(xué)生創(chuàng)設(shè)問(wèn)題情境的能力;幫助學(xué)生進(jìn)一步明確證明的方法及其邏輯基礎(chǔ);組織高師數(shù)學(xué)教育專業(yè)學(xué)生研讀中學(xué)數(shù)學(xué)教材,加強(qiáng)把握教材的能力;優(yōu)化高師數(shù)學(xué)教育專業(yè)學(xué)生培養(yǎng)方案,促進(jìn)教學(xué)理論與教學(xué)實(shí)踐的結(jié)合;加強(qiáng)對(duì)教學(xué)設(shè)計(jì)的反饋和評(píng)價(jià),促進(jìn)教學(xué)設(shè)計(jì)能力的提升。學(xué)生學(xué)和練的基本要求:進(jìn)一步鉆研教材、把握教材,增強(qiáng)整體把握課程的能力;研讀課程標(biāo)準(zhǔn),理解和應(yīng)用課程標(biāo)準(zhǔn);創(chuàng)造性地使用教材,優(yōu)化教學(xué)內(nèi)容;充分了解學(xué)生已有的知識(shí)經(jīng)驗(yàn)、學(xué)習(xí)能力、學(xué)習(xí)需求和發(fā)展的可能性;學(xué)習(xí)中注意數(shù)學(xué)史知識(shí)的積累,教學(xué)中注重?cái)?shù)學(xué)史知識(shí)的滲透;深入領(lǐng)會(huì)再創(chuàng)造原理,加強(qiáng)定理證明的教學(xué)設(shè)計(jì);加強(qiáng)教學(xué)反思,促進(jìn)專業(yè)成長(zhǎng)。
[Abstract]:The mathematical theorem is the main part of mathematical knowledge, the theorem teaching occupies an important position in the teaching of mathematics teaching. Through the theorem of elaborate design, not only can the development of students' mathematical logic thinking ability, but also can help the students to construct mathematical knowledge structure, make students more deeply understand the connotation of mathematics. The mathematics education in normal university students as a mathematics teacher in the future, at the university stage, not only to learn the knowledge of mathematics education, grasp the relevant theoretical knowledge, but also for the occupation skill training, and mathematics teaching design is an important part of them. The mathematics education in Normal University students in theorem teaching design, often encounter some the difficulties. In order to improve the high students' theorem teaching design ability, this article aims at the difficulties show their instructional design theorem analysis The research, find out the reasons for the difficulties and put forward the corresponding suggestions. This paper uses survey conducted two surveys, and statistical and data analysis using Word and Excel software. In the first survey, selected 179 subjects, they are from Shandong Normal University, Qufu Normal University, University of Jinan, Qilu Normal University, majoring in Mathematics Education Study 4 students teaching curriculum design, through statistics and sorting, find out the main theorem of difficult teaching design majors in mathematics education which prepares for the second survey. Then, the second survey were selected from the College Mathematics Education in the first survey of the students in 50 people what is the reason analysis, the theorem teaching design difficulties from the results of the survey. Finally, suggestions are put forward to solve this problem. Through the investigation and study, the mathematics education in Normal College The teaching design of students difficult theorem is mainly manifested in the following aspects: the creation of situational proper problems in theorem teaching activities of teachers; the design methods and ideas, organize and guide the students to explore the proof of the theorem; analysis of knowledge structure of the subject; analysis of different stages of students' knowledge and experience; the scope of mastering all kinds of teaching methods the understanding of mathematics knowledge; course of development; make appropriate modifications to the teaching content of the course teaching. By the analysis, the main causes of the difficulty is: high degree of abstraction, the theorems of mathematics generalization; the ability of creating problem situation; to guide students to prove theorems lack methods and ideas; the potential value of theorem proving not deep mining, heavy conclusion, light on the teaching process; contents are not familiar with, can not understand the different stages of the students' existing knowledge and experience; grasp the overall course ability is insufficient The lack of experience; teaching practice; history of mathematics knowledge. In this situation, this paper puts forward suggestions to improve the design ability of students majoring in teaching higher mathematics education theory mainly includes: the basic requirements of teachers: the theorem teaching case, strengthening the mathematics education in normal college students' creation ability of problem situations; methods to help students further clear evidence and logical basis; organization of mathematics education in normal college students reading ability in middle school mathematics teaching material, strengthen the grasp of teaching materials; optimize students' college mathematics education training program, promote teaching combined with the theory and teaching practice; to strengthen the evaluation of the teaching design and teaching design feedback, enhance the ability of students and learning. The basic requirements of practice: further study materials, grasp the teaching materials, enhance the overall ability to grasp the curriculum; reading curriculum standards, understand and use creative curriculum standards; Use of materials, optimize the teaching content; understanding the students' existing knowledge and experience, learning ability, learning needs and the possibility of development; pay attention to the accumulation of knowledge of history of mathematics learning, penetrate the history of mathematics knowledge teaching; in-depth understanding of re creation principle, strengthen the teaching design theory proof; strengthen the reflection of teaching, promoting the professional growth.

【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

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 鮑嶸;教學(xué)設(shè)計(jì)理性及其限制[J];教育評(píng)論;1998年03期

2 朱燕,張紅軍;論建構(gòu)主義觀下的數(shù)學(xué)教學(xué)設(shè)計(jì)[J];沈陽(yáng)師范大學(xué)學(xué)報(bào)(自然科學(xué)版);2004年02期

3 楊澤忠;;數(shù)學(xué)教學(xué)應(yīng)注重?cái)?shù)學(xué)史知識(shí)的滲透[J];科學(xué)教育;2003年01期

4 王光生;;知識(shí)類型與數(shù)學(xué)教學(xué)設(shè)計(jì)[J];數(shù)學(xué)教育學(xué)報(bào);2007年03期

5 王淑蓮;;地方院校師范生培養(yǎng)的實(shí)踐教學(xué)改革對(duì)策[J];中國(guó)大學(xué)教學(xué);2008年05期

6 許雪蓮;樊曉明;;對(duì)師范生數(shù)學(xué)教學(xué)設(shè)計(jì)能力的調(diào)查與思考[J];教育探索;2013年08期

7 傅海倫;徐丹;葛倩;;對(duì)數(shù)學(xué)教學(xué)設(shè)計(jì)實(shí)踐的再認(rèn)識(shí)[J];教育科學(xué)研究;2014年04期

相關(guān)碩士學(xué)位論文 前3條

1 潘瑞;基于數(shù)學(xué)命題教學(xué)下的勾股定理教學(xué)設(shè)計(jì)研究[D];四川師范大學(xué);2014年

2 及淑穎;師范生數(shù)學(xué)教學(xué)設(shè)計(jì)能力的調(diào)查研究[D];河北師范大學(xué);2013年

3 李國(guó)玉;數(shù)學(xué)史知識(shí)在高中數(shù)學(xué)課堂教學(xué)中的運(yùn)用研究[D];天津師范大學(xué);2007年

，

本文編號(hào)：1742972