本文選題：問題情境 + 表征模式�。� 參考：《南京師范大學》2017年碩士論文

【摘要】：從新一輪課程改革進行以來,問題情境便成為了一個經(jīng)久不衰的研究課題。本文的研究內(nèi)容主要是在國內(nèi)外相關(guān)研究基礎(chǔ)上,建立初中數(shù)學問題情境的特征水平的分析模型,并據(jù)此來分析PISA2012的測試題和南京市2016年中考試題問題情境的設(shè)置特點;編制測試問卷,了解問題情境的三個特征對學生問題解決的影響;給出相關(guān)教學建議。PISA2012的測試題和南京市2016年中考試題分析結(jié)果表明:1.PISA2012測試題和南京市2016中考情境試題在問題情境的特征方面存在一定的差異。PISA2012的試題情境類型非常豐富,而南京市2016年中考試題的情境類型相對就較為貧乏,以無情境試題居多。2. PISA2012的測試題文字量都比較大,很多內(nèi)容都通過圖表來展示,情境中的數(shù)學元素也比較多,但對學生的認知要求比較低,更加注重基礎(chǔ)性。南京市2016年中考情境試題更多的是通過圖表來展示,情境中的數(shù)學元素無明顯特點,對學生的認知要求較高。測試結(jié)果表明:1.從測試卷整體來看,兩校在本次測試中總體未達到及格水平,學生解決情境問題的能力有待提高。2.在表征模式方面,文字量對學生解題的影響較為顯著,但是圖表表述并無太大影響;另外情境的文字量對學困生的影響比對學優(yōu)生的影響要大,學優(yōu)生的讀圖能力明顯強于學困生。3.在數(shù)學結(jié)構(gòu)方面,當數(shù)學元素的個數(shù)增加時,學生的測試得分會下降。當數(shù)學中抽象符號變多時,學優(yōu)生的問題解決能力強于學困生,因而數(shù)學結(jié)構(gòu)具有一定的區(qū)分度。4.在認知水平方面,當題目情境的認知水平發(fā)生變化時,兩校學生的均分均有所下降,因而問題情境的認知水平要求對學生的問題解決影響很大。根據(jù)研究結(jié)果提出如下幾點教學建議:關(guān)注數(shù)學的生活化,注重開發(fā)數(shù)學實踐環(huán)節(jié);增加數(shù)學閱讀訓練,培養(yǎng)學生數(shù)學理解能力;關(guān)注圖表表征形式,增強數(shù)學語言表達能力;匹配相應認知水平,逐步提升問題探究能力。
[Abstract]:Since the new round of curriculum reform, the problem situation has become an enduring research topic. The research content of this paper is mainly based on the related research at home and abroad to establish the analysis model of the characteristic level of mathematics problem situation in junior high school, and then analyze the characteristics of PISA2012 test and Nanjing 2016 middle school examination problem setting. Make a questionnaire to understand the impact of the three characteristics of the problem situation on students' problem solving; The analysis results of the relevant teaching advice. PISA2012 and the 2016 middle school test in Nanjing show that there are some differences between the PISA2012 test and the 2016 middle school test in Nanjing in terms of the characteristics of the problem situation. PISA2012 has a very rich situation type. But Nanjing 2016 middle school examination question situation type is relatively poor, in the absence of the situation examination question. 2. 2. PISA2012 test questions are relatively large text, a lot of content through charts to show, the situation is more mathematical elements, but the students' cognitive requirements are relatively low, more attention to the basic. The situational test of the 2016 middle school examination in Nanjing is more illustrated by charts. The mathematics elements in the situation have no obvious characteristics, and the students' cognitive requirements are high. The results of the test show that 1: 1. From the test paper as a whole, the two schools in the test overall did not reach the level of passing, students need to improve their ability to solve situational problems. 2. In terms of representation mode, the amount of text has a significant effect on the students' problem solving, but the chart does not have much effect on it. In addition, the amount of text in the situation has more influence on the students with learning difficulties than on the students with excellent learning. The ability to read pictures of excellent students is obviously better than that of students with learning difficulties. 3. In terms of mathematical structure, when the number of mathematical elements increases, students' test scores decline. When there are more abstract symbols in mathematics, the problem solving ability of the excellent students is better than that of the students with learning difficulties, so the mathematical structure has a certain degree of distinction. 4. In terms of cognitive level, when the cognitive level of the topic situation changes, the average score of the two schools students has decreased, so the cognitive requirements of the problem situation have a great impact on the students' problem solving. According to the results of the study, some teaching suggestions are put forward as follows: pay attention to the life of mathematics, pay attention to the development of mathematical practice, increase the training of mathematics reading, train students' ability of understanding mathematics, pay attention to the form of representation of graphs and enhance the ability of mathematical language expression; Match the corresponding cognitive level, and gradually improve the ability to explore problems.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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