本文選題：變式教學 + 概念變式��； 參考：《信陽師范學院》2017年碩士論文

【摘要】：數(shù)學變式教學是在數(shù)學教學中,教師有意識地變換對象的非本質(zhì)特征,變更事物的角度和方法,以突出事物的本質(zhì)特征,更好地使學生理解事物的本質(zhì)。在初中數(shù)學課堂教學中,教師恰當合理地應用“變式教學”,有利于培養(yǎng)學生的數(shù)學思維能力,激發(fā)學生學習數(shù)學的興趣,取得較好的教學效果。但由于現(xiàn)階段教師對變式教學不夠重視,變式教學沒有發(fā)揮出應有的作用,導致教學效果不太理想。本文首先介紹了國內(nèi)外學者在變式教學問題方面的研究成果,給出了變式和變式教學的相關(guān)概念,較全面的闡述了變式教學在初中數(shù)學學課堂教學中的理論依據(jù)以及變式教學的三大實踐分類,并對此作出相關(guān)的案例分析。其次在這些理論和分類的基礎(chǔ)上提出自主變式教學,即教師要引導學生進行自主變式學習,提高學習的效率。然后對數(shù)學變式教學要遵循的一些原則進行了系統(tǒng)闡述,旨在表明在實施變式教學時不能濫用、誤用。最后通過對初中數(shù)學老師及學生進行了問卷調(diào)查和剖析,調(diào)查發(fā)現(xiàn)教師對變式教學不夠重視甚至不太了解,而學生更是知之甚少。而從實施變式教學后再次調(diào)查的結(jié)果可以看出,實驗后學生對數(shù)學學習的積極性有了明顯的提高,興趣也更大,學生解決問題的能力也提升了。實驗結(jié)果表明變式教學的恰當運用能夠培養(yǎng)學生的思維能力,提高教學質(zhì)量。
[Abstract]:In mathematics teaching, teachers consciously change the non-essential characteristics of objects, change the angles and methods of things, so as to highlight the essential characteristics of things and make students understand the essence of things better. In the mathematics classroom teaching of junior high school, teachers should apply "variant teaching" properly and reasonably, which will help to cultivate students' thinking ability of mathematics, stimulate students' interest in learning mathematics, and obtain better teaching effect. However, teachers do not pay enough attention to the variant teaching at present, and the variant teaching does not play its due role, which leads to the unsatisfactory teaching effect. This paper first introduces the research achievements of scholars at home and abroad in the field of variant teaching, and gives the related concepts of variant and variant teaching. This paper comprehensively expounds the theoretical basis of variant teaching in the classroom teaching of mathematics in junior high school and the three practical classifications of variant teaching, and makes a case study on it. Secondly, on the basis of these theories and classifications, the author puts forward autonomous variant teaching, that is, teachers should guide students to study independently and improve the efficiency of learning. Then some principles to be followed in the teaching of mathematical variation are systematically expounded in order to show that they can not be abused and misused in the implementation of variant teaching. Finally, through the questionnaire survey and analysis of mathematics teachers and students in junior high school, it is found that teachers do not pay enough attention to variant teaching, and students do not know much about it. From the results of the investigation after the implementation of variant teaching, it can be seen that after the experiment, the students' enthusiasm for mathematics learning has been obviously improved, their interest is also greater, and the students' ability to solve problems has also been improved. The experimental results show that the proper use of variant teaching can train students' thinking ability and improve teaching quality.
【學位授予單位】：信陽師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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