本文選題：數(shù)學(xué)概念 + 教學(xué)設(shè)計(jì)　； 參考：《湖南師范大學(xué)》2016年碩士論文

【摘要】：數(shù)學(xué)概念是貫穿于數(shù)學(xué)教學(xué)的重點(diǎn)內(nèi)容,本文從教師教學(xué)設(shè)計(jì)的角度出發(fā),通過(guò)對(duì)高中數(shù)學(xué)必修部分的數(shù)學(xué)概念進(jìn)行分析、歸類(lèi),研究如何采取與其相適應(yīng)的教學(xué)設(shè)計(jì)模式進(jìn)行教學(xué)設(shè)計(jì)。以此為出發(fā)點(diǎn),本文通過(guò)仔細(xì)分析國(guó)內(nèi)外的教學(xué)設(shè)計(jì)理論的發(fā)展歷程及其內(nèi)涵,對(duì)教育學(xué)界擁有廣泛影響力的肯普模式、史密斯-雷根模式以及建構(gòu)主義教學(xué)設(shè)計(jì)模式進(jìn)行了仔細(xì)分析,在此基礎(chǔ)上分析了近些年蔚然興起的在線(xiàn)教育教學(xué)設(shè)計(jì)模式。在這些理論研究的基礎(chǔ)上,本文提出了基于翻轉(zhuǎn)課堂理念的概念教學(xué)設(shè)計(jì)模型。文章著重于將高中必修部分?jǐn)?shù)學(xué)概念按照徐利治的抽象度分析法進(jìn)行分析并分類(lèi),研究不同抽象程度的數(shù)學(xué)概念采取何種課堂教學(xué)設(shè)計(jì)模式才能使教學(xué)效果更優(yōu)。研究表明:對(duì)于高抽象程度的概念,如函數(shù)等,采取基于翻轉(zhuǎn)課堂理念的數(shù)學(xué)概念教學(xué)設(shè)計(jì)模式,進(jìn)行課下、課上以及課后全方位地學(xué)習(xí),可以有效地促進(jìn)學(xué)生對(duì)這類(lèi)概念的理解與同化。對(duì)于中抽象程度的概念,采取基于建構(gòu)主義的教學(xué)設(shè)計(jì)模式,并不進(jìn)行課下提前學(xué)習(xí),而是將課上的教學(xué)過(guò)程設(shè)計(jì)好,并對(duì)陳述性概念和程序性概念分別應(yīng)用不同的概念形成過(guò)程,這種設(shè)計(jì)可以節(jié)約學(xué)生時(shí)間,提高學(xué)習(xí)效率。對(duì)于低抽象程度的概念,由于肯普模式未能有恰當(dāng)?shù)慕虒W(xué)設(shè)計(jì)步驟,這里采用了史密斯-雷根模式。通過(guò)采用不同的教學(xué)設(shè)計(jì)模式,對(duì)數(shù)學(xué)概念進(jìn)行教學(xué)設(shè)計(jì),使課堂充滿(mǎn)了多樣性,滿(mǎn)足學(xué)生的好奇心,從而提高數(shù)學(xué)概念的教學(xué)效率。全文共有六章,第一章為緒論部分,介紹了研究的意義、思路及方法,第二章分別從國(guó)外與國(guó)內(nèi)對(duì)教學(xué)設(shè)計(jì)、數(shù)學(xué)教學(xué)設(shè)計(jì)分別進(jìn)行了研究綜述。第三章對(duì)高中數(shù)學(xué)概念進(jìn)行了相關(guān)分析,并對(duì)其抽象程度進(jìn)行了劃分;第四章分析了教育學(xué)史上被廣泛承認(rèn)的教學(xué)設(shè)計(jì)模式,并對(duì)教學(xué)設(shè)計(jì)模式在高中數(shù)學(xué)課堂概念教學(xué)中的應(yīng)用進(jìn)行了分析;第五章列舉了一些比較有代表性意義的教學(xué)設(shè)計(jì)案例,并進(jìn)行了分析;第六章提出研究的不足之處,希望在今后的教學(xué)實(shí)踐中得到不斷的改進(jìn)。
[Abstract]:Mathematics concept is the key content in mathematics teaching. From the angle of teachers' teaching design, this paper analyzes and classifies the mathematical concept of the required part of mathematics in senior high school. This paper studies how to adopt the appropriate teaching design mode to carry on the teaching design. With this as a starting point, this paper, through careful analysis of the development and connotation of instructional design theory at home and abroad, has a wide influence on the Kemp model in the educational field. The Smiths-Reagan model and the constructivist instructional design model are carefully analyzed, and then the popular online teaching design model in recent years is analyzed. On the basis of these theoretical studies, this paper puts forward a conceptual teaching design model based on the concept of turnover classroom. This paper focuses on the analysis and classification of some mathematics concepts of compulsory high school courses according to Xu Lizhi's abstract degree analysis method, and studies what classroom teaching design mode should be adopted for mathematics concepts of different degree of abstraction in order to make the teaching effect better. The research shows that for high abstract concepts, such as functions, the mathematical concept teaching design model based on the concept of flipping classroom is adopted to study all aspects after class, on class and after class. It can effectively promote students' understanding and assimilation of such concepts. For the concept of middle degree of abstraction, the teaching design model based on constructivism is adopted. Instead of learning ahead of class, the teaching process in class is designed well. Different conceptual formation processes are applied to declarative concepts and procedural concepts respectively. This design can save students time and improve learning efficiency. For the concept of low level of abstraction, the Smiths-Reagan model is adopted because the Kemp model does not have the proper teaching design steps. By adopting different teaching design models, the teaching design of mathematical concepts can make the classroom full of diversity, satisfy students' curiosity and improve the teaching efficiency of mathematical concepts. There are six chapters in this paper. The first chapter is the introduction part, which introduces the significance, ideas and methods of the research. The second chapter summarizes the teaching design and mathematics teaching design from abroad and at home respectively. The third chapter analyzes the concept of mathematics in senior high school and classifies its abstract degree. Chapter four analyzes the widely recognized teaching design model in the history of pedagogy. The application of instructional design model in high school mathematics classroom concept teaching is analyzed. The fifth chapter enumerates some representative teaching design cases and analyzes the shortcomings of the sixth chapter. Hope in the future teaching practice to be constantly improved.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.6
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本文編號(hào)：1791544