本文選題：“三教”理念 + 數(shù)學(xué)自主學(xué)習(xí)�。� 參考：《貴州師范大學(xué)》2017年碩士論文

【摘要】：本文基于“三教”理念,建構(gòu)了數(shù)學(xué)自主學(xué)習(xí)的理論基礎(chǔ)與評(píng)價(jià)體系。首先,對(duì)國(guó)內(nèi)外有關(guān)文獻(xiàn)進(jìn)行梳理和分析,建立了以巴特勒和溫內(nèi)為基礎(chǔ)的數(shù)學(xué)自主學(xué)習(xí)心理機(jī)制。其次,參考PISA(國(guó)際學(xué)生評(píng)估項(xiàng)目)對(duì)學(xué)生問題解決能力水平的劃分方法,及部分認(rèn)知診斷的理論,建構(gòu)了基于“三教”理念的高一學(xué)生數(shù)學(xué)自主學(xué)習(xí)能力的評(píng)價(jià)體系,對(duì)其進(jìn)行了實(shí)踐與應(yīng)用。最后,根據(jù)學(xué)生現(xiàn)狀,提出了發(fā)展學(xué)生數(shù)學(xué)自主學(xué)習(xí)能力的有效教學(xué)策略。本文的主要研究結(jié)論有:1.數(shù)學(xué)自主學(xué)習(xí)心理機(jī)制由界定任務(wù)、明確問題、擬定方案、解決問題、反思五個(gè)部分組成。2.基于“三教”理念的數(shù)學(xué)自主學(xué)習(xí)能力評(píng)價(jià)體系,由基于“三教”理念的數(shù)學(xué)自主學(xué)習(xí)能力評(píng)價(jià)的指標(biāo)體系,和基于“三教”理念的數(shù)學(xué)自主學(xué)習(xí)能力的分水平描述組成。其中,評(píng)價(jià)指標(biāo)體系劃分成為以下4項(xiàng)一級(jí)指標(biāo):首先,任務(wù)規(guī)劃。其包含2項(xiàng)二級(jí)指標(biāo),7項(xiàng)三級(jí)指標(biāo),具體為設(shè)置學(xué)習(xí)目標(biāo)(數(shù)學(xué)學(xué)習(xí)興趣、學(xué)習(xí)的主動(dòng)性、設(shè)置學(xué)習(xí)目標(biāo)的意識(shí)、自我定位),制定學(xué)習(xí)計(jì)劃(制定學(xué)習(xí)計(jì)劃的意識(shí)、時(shí)間計(jì)劃、資源利用);其次,數(shù)學(xué)思考。其包含5項(xiàng)二級(jí)指標(biāo),10項(xiàng)三級(jí)指標(biāo),具體是明確問題(弄清數(shù)學(xué)對(duì)象、明確問題的類型),思維敏捷性(思路正確、思路快捷),思維靈活性(一題多解、善于變式),思維批判性(敢于質(zhì)疑、敢于深究),思維廣闊性(全面性、嚴(yán)謹(jǐn)性);再次,數(shù)學(xué)體驗(yàn)。其包含3項(xiàng)二級(jí)指標(biāo),6項(xiàng)三級(jí)指標(biāo),具體為擬定方案(聯(lián)系舊知、選擇策略),解決問題(方法應(yīng)用、解決問題思路清晰與否),反思(驗(yàn)證、創(chuàng)新);最后,數(shù)學(xué)表達(dá)。它包含2項(xiàng)二級(jí)指標(biāo),5項(xiàng)三級(jí)指標(biāo),具體為表達(dá)清晰度(表達(dá)的正確性、表達(dá)的明了性、表達(dá)的完整性),數(shù)學(xué)表達(dá)方式(數(shù)學(xué)語言的選擇、三種數(shù)學(xué)語言的結(jié)合)。此外,數(shù)學(xué)自主學(xué)習(xí)能力的分水平描述包括:較高水平、中等水平、較低水平與更低水平。劃分的依據(jù)為學(xué)生測(cè)試后的得分情況。3.本文建構(gòu)的基于“三教”理念高一學(xué)生數(shù)學(xué)自主學(xué)習(xí)能力的評(píng)價(jià)體系,在實(shí)踐應(yīng)用中分別從任務(wù)規(guī)劃、相關(guān)數(shù)學(xué)能力及數(shù)學(xué)自主學(xué)習(xí)能力的綜合分析三個(gè)方面驗(yàn)證了它的合理性。4.通過實(shí)證研究,看到學(xué)生具備一定的數(shù)學(xué)自主學(xué)習(xí)能力,但是該能力的發(fā)展水平并不理想。針對(duì)學(xué)生的現(xiàn)狀,根據(jù)“三教”理念提出了以教思考、教體驗(yàn)、教表達(dá)為核心有效教學(xué)策略。
[Abstract]:Based on the concept of "three religions", this paper constructs the theoretical basis and evaluation system of autonomous learning in mathematics. Firstly, this paper analyzes the relevant literature at home and abroad, and establishes the psychological mechanism of mathematics autonomous learning based on Butler and Winner. Secondly, referring to the PISAs (International Student Assessment Project) division method of students' problem-solving ability level, and part of the theory of cognitive diagnosis, this paper constructs an evaluation system of mathematics autonomous learning ability of senior high school students based on the concept of "three Education". It is practiced and applied. Finally, according to the present situation of students, the effective teaching strategies for developing students' autonomous learning ability are put forward. The main conclusions of this paper are as follows: 1. The psychological mechanism of mathematics autonomous learning consists of defining tasks, clarifying problems, drawing up plans, solving problems, and reflecting on five parts. The evaluation system of autonomous learning ability of mathematics based on the concept of "three religions" is composed of the index system of evaluation of autonomous learning ability of mathematics based on the concept of "three education" and the description of the ability of autonomous learning of mathematics based on the concept of "three religions". Among them, the evaluation index system is divided into the following four first-level indicators: first, task planning. It consists of 2 secondary indicators and 7 third-level indicators, specifically for setting up learning goals (interest in mathematics learning, initiative in learning, awareness of setting learning goals, self-positioning, making study plans (awareness of learning plans, time planning, etc.) Second, mathematical thinking. It consists of 5 secondary indicators and 10 third-order indexes, which are specific to clear problems (to make clear mathematical objects, to define the types of problems, to be quick in thinking, to be quick in thinking, and to be flexible in thinking). Good at variability, critical thinking (dare to question, dare to explore, thinking broad (comprehensive, rigorous; again, mathematical experience. It includes three second-level indexes and six third-level indexes, which are specific to drawing up the scheme (connecting with old knowledge, choosing strategies, solving problems (method application, clear thinking or not), introspection (verification, innovation, and finally, mathematical expression). It consists of two second-order indexes and five third-order indexes, which are specific to the articulation of expression (correctness of expression, clarity of expression, completeness of expression, mathematical expression mode (choice of mathematical language, combination of three mathematical languages). In addition, the mathematics autonomous learning ability includes higher level, middle level, lower level and lower level. The division is based on the students' scores after the test. The evaluation system of mathematics autonomous learning ability of senior high school students based on the concept of "three Education" is constructed in this paper. The comprehensive analysis of related mathematics ability and mathematics autonomous learning ability verifies its rationality. 4. 4. Through empirical research, we can see that students have certain ability of autonomous learning in mathematics, but the development level of this ability is not ideal. According to the concept of "three religions", this paper puts forward effective teaching strategies based on teaching thinking, teaching experience and teaching expression.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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