本文選題：初中數(shù)學(xué) + 概念教學(xué)�。� 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：《義務(wù)教育課程標(biāo)準(zhǔn)(2011年版)》(以下簡稱課標(biāo))提出創(chuàng)新意識是現(xiàn)代數(shù)學(xué)教育的基本任務(wù),應(yīng)體現(xiàn)在數(shù)學(xué)教與學(xué)的過程之中。學(xué)生自己發(fā)現(xiàn)和提出問題是創(chuàng)新的基礎(chǔ),而問題的提出依賴于數(shù)學(xué)概念的掌握。當(dāng)前初中數(shù)學(xué)概念教學(xué)中,學(xué)生和教師重結(jié)果卻輕過程,因此教師在數(shù)學(xué)概念的教學(xué)上往往采用講授式和講練結(jié)合的教學(xué)方法,導(dǎo)致當(dāng)前初中生在概念的學(xué)習(xí)上出現(xiàn)障礙,課上學(xué)生只是知識的被動接收者,缺乏對概念的思考和深化。因此,在概念課的教學(xué)中學(xué)生難以提出與概念相關(guān)的數(shù)學(xué)問題,更難提出好的問題。本次研究采用文獻(xiàn)分析法、問卷調(diào)查法、訪談法以及測試法來對當(dāng)前初中數(shù)學(xué)概念課教學(xué)中學(xué)生提問的現(xiàn)狀和學(xué)生概念的學(xué)習(xí)與掌握情況,以及影響初中生數(shù)學(xué)概念課提出問題的因素進(jìn)行探索和思考。找出學(xué)生在概念課中提不出問題的原因,從而給一線教師提供教學(xué)的依據(jù)及可行的建議,及改善當(dāng)前數(shù)學(xué)概念的教學(xué)。研究發(fā)現(xiàn),當(dāng)前初中數(shù)學(xué)概念教學(xué)中,學(xué)生在課堂上往往是進(jìn)行記憶式的概念學(xué)習(xí),學(xué)生對概念的本質(zhì)理解不夠清晰,容易將概念與概念混淆;同時,學(xué)生在概念的應(yīng)用上往往是利用概念去解決問題,很少通過對概念的理解來提出問題;其次,學(xué)生的概念網(wǎng)絡(luò)狹窄,在概念的延展能力上很薄弱,很難發(fā)現(xiàn)概念與概念之間的聯(lián)系與區(qū)別。同時,教師在概念教學(xué)中,由于教學(xué)時間有限以及升學(xué)的壓力,教師常常忽視學(xué)生的主體地位。課堂教學(xué)中主要是教師提問,然后教師歸納總結(jié)出概念,缺少對學(xué)生的引導(dǎo);最后通過習(xí)題的練習(xí),強(qiáng)化學(xué)生對概念的理解和掌握。通過對調(diào)查數(shù)據(jù)的分析發(fā)現(xiàn),影響學(xué)生概念學(xué)習(xí)的原因,主要是教師和學(xué)生對概念學(xué)習(xí)的重要性認(rèn)識還不夠充分;其次,學(xué)生因?yàn)閭�人心理因素以及對概念學(xué)習(xí)缺乏主觀能動性,對概念的理解不夠深入。再而,教師教學(xué)策略及個人魅力,使得學(xué)生課堂的參與度不高,導(dǎo)致學(xué)生在概念教學(xué)中提不出問題。根據(jù)調(diào)查結(jié)果,給教師一些概念教學(xué)的參考和建議。教師在概念教學(xué)過程中應(yīng)該以學(xué)生為主體,概念教學(xué)中可多采用合作交流和數(shù)學(xué)實(shí)驗(yàn)等多變的教學(xué)形式提高學(xué)生概念課學(xué)習(xí)的興趣,讓學(xué)生真正參與到教學(xué)活動中,讓學(xué)生在提出問題與解決問題的過程中通過觀察、分析、質(zhì)疑來歸納總結(jié)出概念。
[Abstract]:The Curriculum Standard of compulsory Education (2011 edition) (hereinafter referred to as Curriculum Standard) puts forward that innovative consciousness is the basic task of modern mathematics education and should be reflected in the process of mathematics teaching and learning. It is the foundation of innovation for students to find and raise problems themselves, and the problems depend on the mastery of mathematical concepts. In the present mathematics concept teaching in junior high school, students and teachers pay more attention to the result than the process. Therefore, the teachers often adopt the teaching method of the combination of lecture and practice in the teaching of mathematics concept, which leads to the difficulty of the present junior high school students in the study of the concept. Students in class are only passive receivers of knowledge and lack of thinking and deepening of concepts. Therefore, it is difficult for middle school students to raise mathematical problems related to concepts and even better questions in concept teaching. This study adopts the methods of literature analysis, questionnaire survey, interview and testing to analyze the current situation of students' questioning in mathematics concept teaching in junior high school, and the learning and mastering of students' concepts. And the factors that affect the junior high school students' mathematics concept class put forward the question to carry on the exploration and the ponder. Find out the reason why the students can not raise the problem in the concept class, so as to provide the teaching basis and feasible suggestions for the first-line teachers, and improve the current teaching of mathematics concepts. The study found that in the current mathematics concept teaching in junior high school, students often learn the concept of memory in the classroom, the students' understanding of the essence of the concept is not clear enough, and it is easy to confuse the concept with the concept. In the application of concepts, students often use concepts to solve problems, and rarely put forward problems through the understanding of concepts. Secondly, students have a narrow network of concepts and are weak in their ability to extend concepts. It is difficult to find the connection and difference between concepts and concepts. At the same time, due to the limited teaching time and the pressure of higher education, teachers often ignore the main position of students in concept teaching. In classroom teaching, teachers ask questions, then the teachers sum up the concepts and lack the guidance to the students. Finally, the students' understanding and mastery of the concepts are strengthened through exercises. Through the analysis of the survey data, it is found that teachers and students do not have enough understanding of the importance of concept learning. Because of personal psychological factors and lack of subjective initiative in concept learning, students' understanding of concepts is not deep enough. Moreover, teachers' teaching strategies and personal charm make students' participation in class not high, which leads to students unable to raise problems in concept teaching. According to the results of the investigation, it gives teachers some reference and suggestions on concept teaching. In the process of concept teaching, teachers should take students as the main body. In concept teaching, cooperative communication and mathematics experiments can be used to improve students' interest in learning concept courses, so that students can really participate in teaching activities. Students are asked to sum up concepts through observation, analysis and questioning in the process of problem raising and problem solving.
【學(xué)位授予單位】：重慶師范大學(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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