本文選題：高中音樂(lè)傾向生 + 數(shù)學(xué)學(xué)習(xí)困難��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：高中音樂(lè)傾向生數(shù)學(xué)成績(jī)差有目共睹,絕大部分學(xué)生在學(xué)習(xí)數(shù)學(xué)時(shí)困難重重,考試成績(jī)總是不理想,學(xué)的越多困難越多。雖然有不少與藝術(shù)傾向生數(shù)學(xué)學(xué)習(xí)相關(guān)的研究,但針對(duì)高中音樂(lè)傾向生數(shù)學(xué)學(xué)習(xí)的研究很少,尤其是涉及數(shù)學(xué)學(xué)習(xí)困難原因及對(duì)策的研究更是鳳毛麟角。因此本文對(duì)高中音樂(lè)傾向生數(shù)學(xué)學(xué)習(xí)困難展開調(diào)查。本文采用的方法主要有文獻(xiàn)分析法、問(wèn)卷調(diào)查法、訪談法、比較法。筆者運(yùn)用調(diào)查法,對(duì)來(lái)自濟(jì)南、青州、鄒平、濰坊等九所學(xué)校的六百多名學(xué)生和十五位數(shù)學(xué)教師進(jìn)行了問(wèn)卷調(diào)查,從學(xué)生學(xué)習(xí)現(xiàn)狀入手,找出學(xué)生學(xué)習(xí)困難的自身原因和教師原因,結(jié)合自己教學(xué)經(jīng)驗(yàn)提出了針對(duì)性策略。本文調(diào)查的結(jié)果是:近七成高中音樂(lè)傾向生每節(jié)數(shù)學(xué)課的學(xué)習(xí)不能達(dá)到本節(jié)課的教學(xué)要求。困難原因主要有:1.數(shù)學(xué)學(xué)習(xí)習(xí)慣差,對(duì)數(shù)學(xué)學(xué)習(xí)習(xí)慣不重視,學(xué)習(xí)過(guò)程隨意性依賴性強(qiáng)、主動(dòng)性差,學(xué)習(xí)效率低。2.對(duì)數(shù)學(xué)學(xué)習(xí)方法認(rèn)識(shí)不足,不善于分析歸納總結(jié)反思,數(shù)學(xué)基礎(chǔ)差,前后知識(shí)銜接差。學(xué)習(xí)缺乏系統(tǒng)性、連貫性。3.音樂(lè)傾向生普遍意志力薄弱,自我控制力不強(qiáng),遇到困難常采取逃避放棄的方式。4.數(shù)學(xué)學(xué)習(xí)觀不端正,學(xué)習(xí)動(dòng)機(jī)不強(qiáng),興趣不高。5.數(shù)學(xué)教師在數(shù)學(xué)課的教學(xué)設(shè)計(jì)、重難點(diǎn)處理、數(shù)學(xué)學(xué)法指導(dǎo)、教學(xué)反思等方面還有欠缺。6.擔(dān)任高中音樂(lè)傾向生數(shù)學(xué)教學(xué)工作的一線教師,對(duì)學(xué)生數(shù)學(xué)學(xué)習(xí)實(shí)際情況非常了解,在課堂教學(xué)各個(gè)環(huán)節(jié)中,考慮到學(xué)生實(shí)際,教學(xué)環(huán)節(jié)完整、教材處理靈活、并不斷反思嘗試改進(jìn)教法。7.數(shù)學(xué)教師在學(xué)生數(shù)學(xué)學(xué)習(xí)習(xí)慣的培養(yǎng)、學(xué)習(xí)方法的指導(dǎo)方面重視不夠,教學(xué)中更注重知識(shí)的灌輸,對(duì)學(xué)生學(xué)習(xí)主動(dòng)性的激發(fā)不足。8.數(shù)學(xué)教師在新舊知識(shí)銜接、預(yù)習(xí)復(fù)習(xí)等教學(xué)活動(dòng)的落實(shí)、數(shù)學(xué)與專業(yè)相結(jié)合方面還有欠缺,尚需不斷總結(jié)經(jīng)驗(yàn)、努力形成一套成熟高效有針對(duì)性的教學(xué)方法。本文提出的對(duì)策有:要使音樂(lè)傾向生1.與音樂(lè)專業(yè)相結(jié)合,培養(yǎng)學(xué)生在預(yù)習(xí)、聽課、記筆記、練習(xí)、總結(jié)、作業(yè)及復(fù)習(xí)等各環(huán)節(jié)的良好數(shù)學(xué)學(xué)習(xí)習(xí)慣;2.掌握科學(xué)的數(shù)學(xué)學(xué)習(xí)方法,使學(xué)生在上述各學(xué)習(xí)環(huán)節(jié)中提高學(xué)習(xí)時(shí)效;3.樹立正確的數(shù)學(xué)學(xué)習(xí)觀,逐步提高數(shù)學(xué)學(xué)習(xí)興趣、鍛煉良好意志品質(zhì);數(shù)學(xué)教師方面1.發(fā)揮音樂(lè)傾向生優(yōu)勢(shì),促進(jìn)數(shù)學(xué)學(xué)習(xí)習(xí)慣方法的養(yǎng)成;2.形成針對(duì)音樂(lè)傾向生的數(shù)學(xué)教學(xué)方法;3.采用符合音樂(lè)傾向生特性的教學(xué)方式;4.重視數(shù)學(xué)教師的教學(xué)反思。
[Abstract]:It is obvious that the high school music tendency student mathematics achievement is poor, most students in the study mathematics difficult, the examination result is always not ideal, the more difficult to learn the more difficult. Although there are many researches related to the mathematics learning of the students with artistic inclination, there are few researches on the mathematics learning of the students with musical inclination in senior high school, especially the research on the causes and countermeasures of the difficulties in learning mathematics. Therefore, this paper investigates the mathematics learning difficulties of music predisposed students in senior high school. The methods used in this paper are literature analysis, questionnaire survey, interview and comparison. By using the method of investigation, the author investigated more than 600 students and 15 mathematics teachers from nine schools, including Jinan, Qingzhou, Zouping and Weifang. This paper finds out the causes of students' learning difficulties and teachers' reasons, and puts forward targeted strategies combined with their own teaching experience. The results of this paper are as follows: nearly 70% of students with musical inclination in senior high school can not meet the teaching requirements of this class. The main reason for the difficulties is 1: 1. The mathematics study habit is bad, does not attach importance to the mathematics study habit, the study process random dependence is strong, the initiative is bad, the study efficiency is low. 2. Lack of understanding of mathematical learning methods, not good at analysis, summary and reflection, poor mathematical foundation, poor convergence of knowledge before and after. Lack of systematic learning, coherence. 3. The music tendency student general willpower is weak, the self-control ability is not strong, meets the difficulty often to take the escape to give up the way. 4. Mathematics learning view is not correct, learning motivation is not strong, interest is not high. 5. The mathematics teacher still has the deficiency in the mathematics teaching design, the heavy difficulty processing, the mathematics study method instruction, the teaching reflection and so on. As a first-line teacher in mathematics teaching for music prone students in senior high school, he has a good understanding of the actual situation of students' mathematics learning. In each link of classroom teaching, considering the students' reality, the teaching links are complete, the teaching materials are flexible, And constantly reflect on trying to improve the teaching method. Mathematics teachers pay less attention to the cultivation of students' learning habits and the guidance of learning methods, pay more attention to the inculcation of knowledge in teaching, and stimulate students' learning initiative. Mathematics teachers in the new and old knowledge convergence, preview review and other teaching activities, mathematics and professional combination of deficiencies, still need to continue to sum up experience, and strive to form a set of mature and efficient targeted teaching methods. The countermeasures put forward in this paper are: to make music tend to live 1. In combination with music major, cultivate students in preparation, class, note-taking, practice, summary, homework and review and other aspects of good mathematical learning habits. 2. Grasp the scientific mathematics learning method, so that students in the above learning links to improve the effectiveness of learning. 3. Set up the correct mathematics study view, step by step raise the mathematics study interest, exercise the good will quality; mathematics teacher respect 1. Give play to the advantage of musical tendency, promote the formation of mathematical learning habits and methods. To form a mathematical teaching method for students with musical inclination. Adopt the teaching method which accords with the musical tendency student characteristic. Pay attention to the teaching reflection of mathematics teachers.
【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

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本文編號(hào)：1984041