本文選題：高三學(xué)生 + 數(shù)學(xué)運(yùn)算求解能力�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：運(yùn)算求解能力是數(shù)學(xué)學(xué)習(xí)的重要能力之一,也是高考考查的重中之重,而根據(jù)筆者多年的教學(xué)經(jīng)驗(yàn)和實(shí)踐探究,運(yùn)算求解是學(xué)生最容易忽視也是丟分最嚴(yán)重的情況之一,如定義、概念模糊、理解不到位;機(jī)械地套用公式,忘記式子成立的條件;對(duì)運(yùn)算結(jié)果的合理性,準(zhǔn)確性,簡(jiǎn)便策略沒(méi)有監(jiān)控;對(duì)學(xué)習(xí)數(shù)學(xué)產(chǎn)生畏懼心理,沒(méi)有形成優(yōu)秀的數(shù)學(xué)學(xué)習(xí)習(xí)慣等等。針對(duì)這些問(wèn)題,筆者想進(jìn)一步了解并分析當(dāng)前高三學(xué)生運(yùn)算求解現(xiàn)狀,有針對(duì)性的提出如何提高學(xué)生的運(yùn)算求解水平,讓高三學(xué)生盡力彌補(bǔ)自己數(shù)學(xué)學(xué)習(xí)中的短板,有效的應(yīng)對(duì)高考的方法。本文主要采用文本分析、試題測(cè)試及調(diào)查問(wèn)卷的方法,調(diào)查分析現(xiàn)在高三學(xué)生運(yùn)算求解能力的發(fā)展?fàn)顩r,找到存在的問(wèn)題并分析問(wèn)題形成的原因,查找問(wèn)題的解決策略。本文第一章說(shuō)明問(wèn)題提出的意義及研究的思路和方法,筆者從數(shù)學(xué)起源談起,有課程標(biāo)準(zhǔn)到考試大綱對(duì)運(yùn)算求解能力的要求,以及學(xué)生在平時(shí)學(xué)習(xí)考試中出現(xiàn)的問(wèn)題,指出數(shù)學(xué)運(yùn)算求解能力是數(shù)學(xué)學(xué)習(xí)中最基礎(chǔ)、最重要的能力之一,沒(méi)有數(shù)學(xué)運(yùn)算求解能力的培養(yǎng),不可能學(xué)好數(shù)學(xué)。而我們?cè)谄綍r(shí)教學(xué)中,一遇到到運(yùn)算求解的問(wèn)題,許多老師也都繞過(guò)去,認(rèn)為那是學(xué)生的事情,而學(xué)生在運(yùn)算中也只是看看思路,感覺(jué)自己會(huì)算即可,還有部分學(xué)生在做題時(shí)碰到運(yùn)算求解問(wèn)題時(shí)簡(jiǎn)單的套用公式,不能對(duì)式子靈活變形,不能選擇合理簡(jiǎn)潔的運(yùn)算途徑,運(yùn)算求解過(guò)程一復(fù)雜,正確率就會(huì)下降等等,使得這些學(xué)生的學(xué)習(xí)變得更為吃力,這大大削弱了學(xué)生數(shù)學(xué)學(xué)習(xí)的積極性和自信心,同時(shí)也給高中數(shù)學(xué)教學(xué)帶來(lái)了諸多的問(wèn)題。第二章對(duì)數(shù)學(xué)運(yùn)算求解能力的相關(guān)定義進(jìn)行了界定,從而一層一層理解數(shù)學(xué)運(yùn)算求解能力的實(shí)質(zhì),接著又通過(guò)對(duì)數(shù)學(xué)運(yùn)算求解中算理和算法的透視,指出數(shù)學(xué)運(yùn)算要講理,理從何來(lái),我們?cè)谶@里就會(huì)找到答案。其次作者從《標(biāo)準(zhǔn)》和高考對(duì)高三生數(shù)學(xué)運(yùn)算能力的要求出發(fā),詳實(shí)的介紹了新課標(biāo)中有哪些運(yùn)算求解要求;從以下四個(gè)方面來(lái)闡述高考對(duì)運(yùn)算求解的考查要求。第三章對(duì)高中生運(yùn)算求解能力的現(xiàn)狀調(diào)查和分析,從四個(gè)方面介紹了學(xué)生平時(shí)作業(yè)或考試中的典型錯(cuò)題;并專門對(duì)高三學(xué)生數(shù)學(xué)運(yùn)算能力進(jìn)行了測(cè)試并逐項(xiàng)分析;又對(duì)測(cè)試題典型運(yùn)算錯(cuò)誤進(jìn)行分析,最后筆者又對(duì)本校骨干教師進(jìn)行訪談,指出運(yùn)算求解能力的重要性并找出出現(xiàn)的問(wèn)題。第四章從學(xué)生數(shù)學(xué)學(xué)習(xí)的內(nèi)在因素和客觀因素剖析學(xué)生運(yùn)算求解能力較弱的因素。主觀因素又從三個(gè)方面加以分析:歸因問(wèn)題,心理素質(zhì)和數(shù)學(xué)學(xué)習(xí)習(xí)慣�？陀^因素從教師教學(xué)和應(yīng)試教育加以分析。第五章從四個(gè)方面提出影響學(xué)生運(yùn)算能力水平發(fā)展的原因分析及應(yīng)對(duì)策略。在教學(xué)中要調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性,必須要重視學(xué)生心理素質(zhì)的培養(yǎng),加強(qiáng)心理健康教育。其次要重視基礎(chǔ)知識(shí)學(xué)習(xí),養(yǎng)成良好的數(shù)學(xué)學(xué)習(xí)習(xí)慣。在平時(shí)教學(xué)中要注重概念、公式、定理和運(yùn)算法則的學(xué)習(xí),分解有難度的知識(shí)點(diǎn)。讓學(xué)生養(yǎng)成良好的運(yùn)算和解題習(xí)慣,再次,要教會(huì)學(xué)生建立和高效的使用錯(cuò)題本。這樣才能突破難點(diǎn),化整為零,提煉數(shù)學(xué)思想方法并加以應(yīng)用。第六章對(duì)本文進(jìn)行了總結(jié)與展望。
[Abstract]:Computing solving ability is one of the important abilities of mathematics learning, and it is also the most important of the examination of the college entrance examination. According to the author's years of teaching experience and practice, the calculation is one of the most easily neglected and most serious cases of the students, such as the definition, the fuzzy concept, the lack of understanding, the mechanical application of the formula and the bar set up. There is no monitoring of the reasonableness, accuracy and simple strategy of the calculation results, the fear of learning mathematics, and the lack of excellent mathematical learning habits. In view of these problems, the author wants to further understand and analyze the present situation of the calculation of the senior three students and how to improve the calculation level of the students. This article mainly adopts the method of text analysis, test test and questionnaire to investigate and analyze the development of the computing solving ability of the senior three students, find out the existing problems and analyze the causes of the problems and find solutions to the problem. The first chapter of this article explains the significance of the problem and the thought and method of the study. From the origin of mathematics, I have the requirements of the curriculum standard to the calculation ability of the exam outline and the problems that the students appear in the ordinary study examination. Without the ability to solve mathematical calculation, it is impossible to learn mathematics. And in our ordinary teaching, when we meet the problem of computing, many teachers go around and think that it is a student. In the operation, the students just look at the way of thinking, feel that they can calculate it, and some students meet the calculation problem when they are doing the problems. The simple formula of the problem can not flexibly deform the formula, and can not choose a reasonable and concise way of operation. The calculation process is complicated and the correct rate will decline. The students' learning becomes more laborious, which greatly weaken the enthusiasm and self-confidence of the students' mathematics learning, and also bring the mathematics teaching in high school. A number of problems. The second chapter defines the relevant definition of the ability to solve mathematical computing, so as to understand the essence of the ability to solve mathematical computation in one layer and one layer, and then through the perspective of mathematical calculation and arithmetic, we point out that the mathematical calculation should be reasonable and why we will find the answer here. Secondly, the author is from the "mark". According to the requirements for the mathematical computing ability of the junior high school students in the college entrance examination and the college entrance examination, the paper introduces the calculation requirements in the new curriculum standard, and expounds the requirements for the examination of the calculation in the following four aspects. The third chapter investigates and analyzes the present situation of the computing solving ability of the high school students, and introduces the students' ordinary homework or examination from four aspects. The typical problems in the middle school are tested and analyzed separately, and the typical error of the test questions is analyzed. Finally, the author also talks about the key teachers in the school, points out the importance of the computing ability and finds out the problems. The fourth chapter is from the internal factors and guests of the students' mathematics learning. The subjective factors are analyzed from three aspects: the attribution problem, the psychological quality and the mathematical learning habit. The objective factors are analyzed from the teacher teaching and the exam oriented education. The fifth chapter puts forward the analysis of the reasons for the development of the students' computing power level and the coping strategies from four aspects. In order to arouse the enthusiasm of the students in teaching, we must attach importance to the cultivation of students' psychological quality and strengthen the education of mental health. Secondly, we should attach importance to the study of basic knowledge and develop a good habit of mathematics learning. In the ordinary teaching, we should pay attention to the study of concepts, formulas, theorems and algorithms, and break up the difficult points of knowledge. Good operation and problem solving habits, again, to teach students to establish and efficient use of the wrong book. In this way, we can break through the difficulties, turn into zero, refine the mathematical thinking method and apply it. The sixth chapter makes a summary and Prospect of this article.
【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10條

1 劉高峰;;高中數(shù)學(xué)與思維的嚴(yán)密性[J];課程教育研究;2013年10期

2 王延群;;當(dāng)好自己情緒的調(diào)節(jié)師[J];思維與智慧;2013年07期

3 付長(zhǎng)兵;;如何提高高三學(xué)生的運(yùn)算能力[J];考試(高考數(shù)學(xué)版);2013年01期

4 張冰冰;;中職學(xué)生數(shù)學(xué)運(yùn)算能力的培養(yǎng)策略[J];中等職業(yè)教育(理論);2012年09期

5 張小鴿;;高中學(xué)生數(shù)學(xué)運(yùn)算能力調(diào)查和分析研究[J];陜西教育(教學(xué)版);2012年09期

6 王義海;;培養(yǎng)數(shù)學(xué)學(xué)困生運(yùn)算能力的實(shí)踐研究[J];時(shí)代教育(教育教學(xué));2012年08期

7 王鳳華;;高考易錯(cuò)題舉例解析[J];中學(xué)數(shù)學(xué);2012年01期

8 徐敏強(qiáng);;高中生數(shù)學(xué)運(yùn)算能力的培養(yǎng)[J];上海中學(xué)數(shù)學(xué);2011年05期

9 張文宇;傅海倫;;新西蘭小學(xué)運(yùn)算能力項(xiàng)目的影響及啟示[J];外國(guó)中小學(xué)教育;2010年05期

10 陸書環(huán);略論數(shù)學(xué)運(yùn)算能力的結(jié)構(gòu)及其培養(yǎng)策略[J];數(shù)學(xué)教學(xué)研究;2000年01期

相關(guān)博士學(xué)位論文 前1條

1 鞏子坤;有理數(shù)運(yùn)算的理解水平及其教與學(xué)的策略研究[D];西南大學(xué);2006年

相關(guān)碩士學(xué)位論文 前10條

1 邵曉文;小學(xué)高年級(jí)學(xué)生數(shù)學(xué)自主學(xué)習(xí)能力培養(yǎng)的實(shí)踐研究[D];遼寧師范大學(xué);2014年

2 曾超;高二學(xué)生數(shù)學(xué)推理能力的調(diào)查與案例分析[D];閩南師范大學(xué);2013年

3 陳艷梅;初中生運(yùn)算能力的現(xiàn)狀及其培養(yǎng)[D];山東師范大學(xué);2013年

4 顧建峰;高中生數(shù)學(xué)運(yùn)算能力的問(wèn)題與對(duì)策研究[D];重慶師范大學(xué);2012年

5 劉婷;高考對(duì)數(shù)學(xué)運(yùn)算求解能力考查的研究[D];湖南師范大學(xué);2013年

6 楊梅;基于問(wèn)卷的數(shù)據(jù)收集與分析的研究[D];山東師范大學(xué);2011年

7 楊榮斌;通過(guò)圓錐曲線教學(xué)研究高中生運(yùn)算能力的培養(yǎng)[D];河北師范大學(xué);2011年

8 潘倩;高三學(xué)生數(shù)學(xué)運(yùn)算能力研究[D];蘇州大學(xué);2010年

9 徐燕;高中生對(duì)圓錐曲線的理解[D];華東師范大學(xué);2009年

10 楊愛(ài)霞;初三學(xué)生數(shù)學(xué)運(yùn)算能力研究[D];蘇州大學(xué);2009年

，

本文編號(hào)：2065992