本文選題：高中數(shù)學(xué) + 優(yōu)質(zhì)課　； 參考：《信陽師范學(xué)院》2017年碩士論文

【摘要】：數(shù)學(xué)課程標(biāo)準(zhǔn)在課程目標(biāo)中,將原來教學(xué)大綱中的“兩能”拓展為“四能”,突出了發(fā)現(xiàn)問題和提出問題的重要性�！昂诵乃仞B(yǎng)”的提出,要求數(shù)學(xué)教師在教學(xué)中,注重以問題引領(lǐng)教學(xué),發(fā)展學(xué)生發(fā)現(xiàn)問題、提出問題與分析解決問題的能力。“問題”作為數(shù)學(xué)課堂教學(xué)的關(guān)鍵要素,對(duì)提高數(shù)學(xué)課堂教學(xué)效率有著不可替代的作用。設(shè)計(jì)出好的問題對(duì)引導(dǎo)學(xué)生學(xué)習(xí)、培養(yǎng)學(xué)生創(chuàng)造性思維,以及促使學(xué)生學(xué)會(huì)思考、學(xué)會(huì)學(xué)習(xí)十分重要,也是搞好數(shù)學(xué)教學(xué)工作的一個(gè)關(guān)鍵。本文針對(duì)高中數(shù)學(xué)課堂教學(xué)中的問題設(shè)計(jì)進(jìn)行實(shí)證研究,研究的意義主要在于提高高中數(shù)學(xué)課堂教學(xué)中問題設(shè)計(jì)質(zhì)量、增進(jìn)師生問題意識(shí)。通過文獻(xiàn)研究,確定出分析數(shù)學(xué)課堂教學(xué)“問題設(shè)計(jì)”的思想框架“四度”,即:“適度”、“深度”、“廣度”與“興趣度”;對(duì)2016年河南省中學(xué)數(shù)學(xué)優(yōu)質(zhì)課大賽評(píng)選的9節(jié)“優(yōu)質(zhì)課”進(jìn)行視頻錄像研究,探究這些課中“問題設(shè)計(jì)”在“四度”方面存在的問題;對(duì)河南省某市一高中學(xué)生進(jìn)行問卷調(diào)查,從學(xué)生的角度探明數(shù)學(xué)課堂教學(xué)中“問題設(shè)計(jì)”在“四度”方面存在的問題,同時(shí),對(duì)該校兩名一線教師進(jìn)行訪談,尋求一線教師對(duì)“問題設(shè)計(jì)”的建議。研究得到如下結(jié)果:(1)在問題設(shè)計(jì)“適度”方面,問題設(shè)計(jì)的難度、層次上沒有突出有計(jì)劃的去設(shè)置,整節(jié)課的問題容量上把握不到位;(2)在問題設(shè)計(jì)“深度”方面,淺顯的、低層次認(rèn)知水平問題偏多;(3)在問題設(shè)計(jì)“廣度”方面,“優(yōu)質(zhì)課”研究結(jié)果顯示要比樣本學(xué)生調(diào)查結(jié)果好,“優(yōu)質(zhì)課”中設(shè)置的問題比較多樣化,而學(xué)生調(diào)查結(jié)果顯示教師問題設(shè)置比較單一;(4)問題設(shè)計(jì)“興趣度”方面,“優(yōu)質(zhì)課”中的教師能夠注意創(chuàng)設(shè)學(xué)生感興趣的問題情境等,激發(fā)學(xué)生學(xué)習(xí)積極性,而學(xué)生調(diào)查結(jié)果顯示,教師很少創(chuàng)設(shè)激起學(xué)生學(xué)習(xí)興趣的情境。研究提出了四點(diǎn)建議:(1)根據(jù)學(xué)生認(rèn)知水平,有目的、有計(jì)劃、有針對(duì)性的根據(jù)教學(xué)活動(dòng)設(shè)計(jì)“適度”的問題;(2)設(shè)計(jì)有“深度”的創(chuàng)造性的問題;(3)控制問題的“廣度”;(4)注重問題的“興趣度”。
[Abstract]:In the course goal of mathematics curriculum, the "two energy" in the original syllabus is extended to "four energy", which highlights the importance of finding and raising problems. The proposition of "core accomplishment" requires mathematics teachers to pay attention to teaching with problems, develop students' ability to find problems, put forward problems and analyze and solve problems. As the key element of mathematics classroom teaching, "problem" plays an irreplaceable role in improving the efficiency of mathematics classroom teaching. It is very important to design good questions to guide students to study, to cultivate students' creative thinking, to urge students to learn to think and to learn to learn, and it is also a key to do a good job in mathematics teaching. This paper makes an empirical study on the problem design in high school mathematics classroom teaching. The significance of the study is to improve the quality of problem design in high school mathematics classroom teaching and to enhance the teachers and students' awareness of the problem. Through the research of literature, the thought frame of "problem design" in analytical mathematics classroom teaching is determined: "moderation", "depth", "breadth" and "interest degree"; This paper makes a video video study on the 9 "high quality courses" selected by the 2016 Middle School Mathematics quality course Competition in Henan Province, explores the problems in the "four degrees" of "problem design" in these classes, and makes a questionnaire survey on a senior high school student in a certain city of Henan Province. From the point of view of students, the problems existing in "problem design" in mathematics classroom teaching are found out. At the same time, two first-line teachers in this school are interviewed to find out the suggestions of first-line teachers for "problem design". The results of the study are as follows: 1) the difficulty of problem design in "moderation", the difficulty of problem design, the lack of planning to set up the problem, the problem capacity of the whole class is not in place, and the "depth" of problem design is very simple. In the aspect of "breadth" of problem design, the result of "quality lesson" shows that it is better than the result of sample students' investigation, and the problem set in "high quality class" is more diversified. The result of student investigation shows that the teacher's problem setting is relatively simple. (4) in the aspect of "interest degree", the teacher in "high quality class" can pay attention to creating the problem situation of students' interest, so as to stimulate the students' enthusiasm in learning. The results of student survey show that teachers seldom create situations that arouse students' interest in learning. The study puts forward four suggestions: (1) according to the students' cognitive level, they are purposeful and planned. According to the design of teaching activities, the question of "moderation" (2) the creative problem with "depth" is designed and the "breadth" of the problem is controlled. (4) the "interest degree" of the problem is emphasized.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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