本文選題：APOS理論 + 高中立體幾何　； 參考：《湖南師范大學(xué)》2016年碩士論文

【摘要】：隨著新一輪基礎(chǔ)課程改革的深入,轉(zhuǎn)變教學(xué)理念,已經(jīng)成為教師的必修課.數(shù)學(xué)概念的理解,是學(xué)生通往數(shù)學(xué)學(xué)習(xí)的階梯,更是教學(xué)的重中之重.高中立體幾何中有很多概念,且概念的內(nèi)涵豐富,學(xué)生理解起來非常困難,也是教師教學(xué)中的難題.在傳統(tǒng)教學(xué)理念的影響下,教師大多采用直接給出定義,然后選擇性證明,這與新課標(biāo)提倡要學(xué)生理解概念不相吻合.所以,找到一種適合立體幾何概念教學(xué)的理論來指導(dǎo)教學(xué)就顯得尤為重要.本文主要采用了文獻(xiàn)綜述和問卷調(diào)查相結(jié)合的方法,選擇某校高一年級(jí)和高二年級(jí)學(xué)生為研究對(duì)象,通過發(fā)放問卷,對(duì)“高中生立體幾何概念學(xué)習(xí)情況”進(jìn)行調(diào)查研究,主要研究?jī)?nèi)容包括:(1)實(shí)施新課改后,學(xué)生對(duì)立體幾何概念的理解情況;(2)新課改后,教師在立體幾何教學(xué)上的現(xiàn)實(shí)狀況;(3)對(duì)研究結(jié)果進(jìn)行原因分析.研究結(jié)論:學(xué)生對(duì)立體幾何概念理解存在著理解膚淺化,不能把握實(shí)質(zhì),且也不能將相關(guān)概念建立聯(lián)系,反映到APOS理論則是學(xué)生基本上達(dá)到了“活動(dòng)”,“過程”水平,而基本上沒有達(dá)到“對(duì)象”,“圖示”水平.也從側(cè)面反映教師在教學(xué)中的問題,一是沒有意識(shí)到學(xué)生這種情況,二是缺乏理論的指導(dǎo).基于問卷調(diào)查研究結(jié)果分析,首先,為APOS理論指導(dǎo)高中立體幾何概念教學(xué)提供啟示.接著,探討了APOS理論指導(dǎo)下高中立體幾何概念教學(xué)的內(nèi)涵,并提出了教學(xué)設(shè)計(jì)的基本原則以及各階段教學(xué)設(shè)計(jì)要領(lǐng),最后,通過兩個(gè)具體的教學(xué)設(shè)計(jì)案例來展示APOS理論下立體幾何概念教學(xué)設(shè)計(jì)思路和方法.希望本文的研究,能夠?yàn)榻逃虒W(xué)工作者提供一些借鑒和幫助.
[Abstract]:With the deepening of the new round of basic curriculum reform, changing the teaching concept has become a compulsory course for teachers. The understanding of mathematical concept is the ladder for students to study mathematics, and it is also the most important in teaching. There are many concepts in high school solid geometry, and the concept is rich in connotation, students understand it is very difficult, it is also a difficult problem in the teaching of teachers. Under the influence of the traditional teaching idea, most teachers give the definition directly and then prove it selectively, which is inconsistent with the new curriculum standard which advocates the students to understand the concept. Therefore, it is very important to find a theory suitable for the teaching of solid geometry. This paper mainly adopts the method of literature review and questionnaire survey, selects the first grade and the second grade students of a school as the research object, through the questionnaire, carries on the investigation and the research to the "the high school student solid geometry concept study situation". The main research contents include: (1) the students' understanding of the concept of solid geometry after the implementation of the new curriculum reform; (2) the actual situation of the teachers in the teaching of solid geometry after the new curriculum reform; (3) the analysis of the reasons for the results of the research. The conclusion of the study is that students have a superficial understanding of the concept of solid geometry, can not grasp the essence, and can not establish a relationship between the related concepts, which is reflected in the APOS theory that students basically reach the level of "activity" and "process". And basically did not reach the "object", "pictorial" level. It also reflects the problems of teachers in teaching, one is not aware of this situation, the other is the lack of theoretical guidance. Based on the analysis of the results of the questionnaire, first, it provides inspiration for APOS theory to guide the teaching of the concept of solid geometry in senior high school. Then, it discusses the connotation of high school solid geometry concept teaching under the guidance of APOS theory, and puts forward the basic principles of teaching design and the essentials of teaching design in each stage. Finally, Through two specific teaching design cases to show the teaching design ideas and methods of three-dimensional geometry concept under APOS theory. I hope the research in this paper can provide some reference and help for educators.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.6
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本文編號(hào)：2102731