發(fā)布時間：2018-07-05 00:33

  本文選題：數(shù)學(xué) + 高三��； 參考：《河南師范大學(xué)》2017年碩士論文

【摘要】：運算能力是傳統(tǒng)的數(shù)學(xué)三大基本能力(運算能力、思維能力、空間想象能力)之一,也是《義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)(2011年版)》提出的十個核心詞之一,同時列入《普通高中數(shù)學(xué)課程標(biāo)準(zhǔn)(修訂稿)》“六大”核心素養(yǎng)(關(guān)鍵能力)之一。運算能力不僅影響著學(xué)生的數(shù)學(xué)成績,還對學(xué)生的未來發(fā)展也有重要影響,而高三學(xué)生的運算能力對學(xué)生進一步學(xué)習(xí)和工作都起重要作用。本研究聚焦“高三理科生運算能力”,研究首先在相對豐富的文獻研究基礎(chǔ)上,設(shè)計高三理科生運算能力問卷調(diào)查,以及教師訪談提綱,采用分層抽樣的方式,選取河南某高中的高三理科班的三個層次、每個層次各兩個班級,發(fā)放學(xué)生問卷319份(有效問卷293份),訪問高三理科教師9人。進而分析高中生運算能力發(fā)展的影響因素,提出進一步的改進對策。研究表明:1高三理科生的運算能力整體不容樂觀,分數(shù)在[90,100]的人數(shù)為41人,占13. 99%;分數(shù)在[80,89]的人數(shù)為58人,占19. 80%;分數(shù)在[60,79]的人數(shù)為125人,占42. 66%;分數(shù)在[0,59]的人數(shù)為69人,占23. 55%其中,A1, A2班的學(xué)生的運算能力要遠遠好于C1 , C2班的學(xué)生。2.影響學(xué)生運算能力的因素既有內(nèi)在因素,也有外在因素:(1 )外在因素集中表現(xiàn)為:①社會環(huán)境因素;②教學(xué)環(huán)境因素:一是教材的編排對學(xué)生數(shù)學(xué)運算的影響,二是高考對學(xué)生數(shù)學(xué)學(xué)習(xí)的影響,三是數(shù)學(xué)教師對學(xué)生數(shù)學(xué)學(xué)習(xí)以及數(shù)學(xué)運算的影響。(2)內(nèi)在因素為:①非智力因素:一是學(xué)生對數(shù)學(xué)的學(xué)習(xí)興趣;二是學(xué)生的數(shù)學(xué)學(xué)習(xí)習(xí)慣;三是學(xué)生對數(shù)學(xué)學(xué)習(xí)的信心;②數(shù)學(xué)認知結(jié)構(gòu)因素;③數(shù)學(xué)思維因素。通過對教師的訪談,了解到教師對學(xué)生的運算能力也是無能為力,表示擔(dān)憂,高三學(xué)生時間緊,任務(wù)重,教師們也意識到了數(shù)學(xué)運算的正確性,但是卻沒有理想的提高學(xué)生運算能力的策略。3.運算能力對于高三理科生而言,無論是進一步學(xué)習(xí)大學(xué)內(nèi)容,還是參加工作,良好的運算能力至關(guān)重要。為了更好地提升高三理科生的運算能力,建議:首先,從“對數(shù)的計算、對式的變形”的角度綜合提升學(xué)生的計算能力與代數(shù)恒等變形技能,從“正確、迅速”的角度提升學(xué)生的速算水平、驗算習(xí)慣和能力。其次,培養(yǎng)學(xué)生的學(xué)習(xí)興趣,激發(fā)學(xué)生學(xué)好數(shù)學(xué)的自信心,重視學(xué)生的數(shù)學(xué)學(xué)習(xí)習(xí)慣,進一步提升學(xué)生數(shù)學(xué)思維的敏捷性、靈活性和思維的廣泛性,進一步完善學(xué)生的數(shù)學(xué)認知結(jié)構(gòu)的。最后,進一步提升數(shù)學(xué)教師提高自身素質(zhì),進一步強化高中數(shù)學(xué)教師對于運算能力內(nèi)涵的認識,以及提高教師自身的運算能力水平。
[Abstract]:Arithmetic ability is one of the three basic abilities of traditional mathematics (arithmetic ability, thinking ability, spatial imagination ability), and it is also one of the ten core words put forward in Mathematics Curriculum Standard for compulsory Education (2011 edition). At the same time, it is listed as one of the six core qualities (key competence) of ordinary high school mathematics curriculum standard (revised draft). The arithmetic ability not only affects the student's mathematics achievement, but also has the important influence to the student's future development, and the high school student's arithmetic ability plays the important role to the student's further study and the work. This study focuses on "the operational ability of senior three science students". Firstly, on the basis of relatively abundant literature research, the paper designs a questionnaire survey on the operational ability of senior three science students, as well as an outline of teacher interviews, and adopts a stratified sampling method. This paper selects three levels of senior three science classes in a senior high school in Henan province, two classes in each level, distributes 319 student questionnaires (293 valid questionnaires), and interviews 9 senior high school science teachers. Then it analyzes the influencing factors of the development of high school students' arithmetic ability, and puts forward further improvement countermeasures. The study shows that the overall computing ability of the students in Senior 1 is not optimistic. The number of students with a score of [90100] is 41, accounting for 13.3%. The number of people with a score of [80 / 89] was 58, accounting for 19. 5%. The number of people with scores of [60 / 79] was 125, accounting for 42. The number of people with scores of [0 / 59] was 69, accounting for 23. 5%. 55% of the students in Class A _ 1 and Class A _ 2 are far better than those in Class C1 and Class C2. The factors that affect the students' operational ability include both internal and external factors: (1) the external factors are mainly expressed as: 1) the social and environmental factors and 2 teaching environment factors: first, the influence of the arrangement of teaching materials on the students' mathematics operation; The second is the influence of college entrance examination on students' mathematics learning, the third is the influence of mathematics teachers on students' mathematics learning and mathematics operation. (2) the internal factors are: 1) non-intelligence factors: first, students' interest in mathematics, 2) students' learning habits of mathematics; The third is students' confidence in mathematics learning. Through interviews with teachers, we learned that there is nothing that teachers can do to students' computing ability. They expressed their concern that senior three students have tight time and heavy tasks, and teachers are also aware of the correctness of mathematical operations. However, there is no ideal strategy to improve the students' arithmetic ability. For senior three science students, it is very important for them to study university content or work. In order to improve the computing ability of senior three science students better, it is suggested that: first, from the angle of "logarithmic calculation, deformation of formula", improve the students' computing ability and algebraic identity of deformation skills, from the perspective of "correct," Rapid angle of view to improve the speed of the students, checking the habit and ability. Secondly, we should cultivate students' interest in learning, stimulate students' confidence in learning mathematics well, attach importance to students' study habits of mathematics, and further enhance the agility, flexibility and universality of students' mathematical thinking. Further improve the students' mathematical cognitive structure. Finally, further enhance mathematics teachers to improve their own quality, further strengthen the understanding of high school mathematics teachers for the connotation of computing ability, and improve the level of teachers' own computing ability.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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本文編號：2098140