【摘要】：數(shù)學(xué)折紙活動是一種與數(shù)學(xué)緊密結(jié)合的折紙活動。在高中數(shù)學(xué)教學(xué)中開展數(shù)學(xué)折紙活動,可以促進學(xué)生手與腦的協(xié)調(diào)統(tǒng)一,培養(yǎng)學(xué)生的創(chuàng)造性思維品質(zhì),即思維的流暢性、靈活性、獨特性。首先,在理論研究方面,本文介紹了問題提出的背景、本研究的意義和價值,并對“折紙”、“數(shù)學(xué)折紙活動”、“創(chuàng)造性思維”給出了概念界定,敘述了數(shù)學(xué)折紙活動及創(chuàng)造性思維的研究現(xiàn)狀。同時,本文論及利用折紙活動培養(yǎng)學(xué)生創(chuàng)造性思維的可行性,提出創(chuàng)造性思維品質(zhì)與學(xué)生的邏輯思維能力及空間想象能力有密切關(guān)系,并以杜威的“從做中學(xué)”、建構(gòu)主義等教育理論為支撐,為后續(xù)研究奠定了堅實的理論基礎(chǔ)。其次,在調(diào)查研究方面,本文通過問卷的形式對山東師范大學(xué)附屬中學(xué)高一年級6個班的學(xué)生進行調(diào)查,主要調(diào)查了學(xué)生對于數(shù)學(xué)折紙活動的認(rèn)識,采集數(shù)據(jù)后分析得出,學(xué)生的邏輯思維能力以及空間想象能力都有較大的提升空間;大部分學(xué)生對于數(shù)學(xué)折紙活動的認(rèn)識還比較片面,但總體對于開展數(shù)學(xué)折紙活動都持比較積極的態(tài)度。本文還對高一1、2兩個班級的同學(xué)進行了創(chuàng)造性思維測試,作為實驗的前測。在具體實驗階段,本文提出了利用數(shù)學(xué)折紙活動培養(yǎng)學(xué)生創(chuàng)造性思維品質(zhì)的具體策略,包括課上滲透和組成興趣小組、微視頻等形式,并給出了具體的實施辦法:將兩個班分為實驗班和對照班,實驗班在數(shù)學(xué)教學(xué)中開展“數(shù)學(xué)折紙”活動,并在課下組成折紙活動興趣小組,對照班則用相對傳統(tǒng)教學(xué)模式進行教學(xué)。經(jīng)過兩個多月的實驗教學(xué)之后,以后測的形式檢測實施效果。對于兩次測試的結(jié)果,本文借助Excel進行了數(shù)據(jù)統(tǒng)計,用SPSS統(tǒng)計軟件進行了K-S檢驗、獨立樣本T檢驗,前后對比分析得出學(xué)生的流暢性還有待進一步改善,學(xué)生思維的靈活性、獨特性都有明顯提高。本文還結(jié)合大量折紙材料及高中教學(xué)實際,在借鑒的基礎(chǔ)上進行了改造和創(chuàng)新,給出了數(shù)學(xué)折紙活動的教學(xué)案例,包括《指數(shù)函數(shù)》教學(xué)案例、《棱柱、棱錐和棱臺的結(jié)構(gòu)特征》教學(xué)案例、數(shù)學(xué)折紙活動習(xí)題課教學(xué)案例以及折紙微視頻實錄等。最后,本文總結(jié)了研究的結(jié)論及存在的不足,并對于后續(xù)研究提出了展望:增強數(shù)學(xué)折紙活動與數(shù)學(xué)教學(xué)的融合性;開發(fā)更具實踐意義的教學(xué)資源;開辟利用折紙活動培養(yǎng)學(xué)生創(chuàng)造性思維品質(zhì)的新途徑等。
[Abstract]:Mathematical origami activity is an origami activity closely combined with mathematics. Developing the activity of origami in mathematics teaching in senior high school can promote the coordination and unification of students' hands and brains, and cultivate the students' creative thinking quality, that is, the fluency, flexibility and uniqueness of thinking. First of all, in the theoretical research, this paper introduces the background of the question, the significance and value of this study, and gives the definition of "origami", "mathematical origami activity" and "creative thinking". The present situation of research on mathematical origami activity and creative thinking is described. At the same time, this paper discusses the feasibility of using origami activities to cultivate students' creative thinking, and points out that the quality of creative thinking is closely related to students' logical thinking ability and spatial imagination ability. Constructivism and other educational theories have laid a solid theoretical foundation for further research. Secondly, in the aspect of investigation and research, this paper investigates the students of 6 classes in the first year of senior middle school affiliated to Shandong normal University by questionnaire, mainly investigates the students' understanding of the activity of mathematical origami, and analyses the data after collecting the data. The students' logical thinking ability and spatial imagination ability have great improvement space; most students have a one-sided understanding of mathematical origami activities, but generally have a more positive attitude towards the development of mathematical origami activities. This paper also tests the creative thinking of the students in the first and second classes of Senior one as the pretest of the experiment. In the specific experiment stage, this paper puts forward some specific strategies to cultivate students' creative thinking quality by using mathematical origami activities, including infiltration and formation of interest groups in class, micro-video, and so on. The specific implementation methods are given: the two classes are divided into experimental class and control class. The experimental class carries out "mathematical origami" activities in mathematics teaching, and forms an interest group of origami activities under the class. The contrast class uses the relative traditional teaching mode to carry on the teaching. After more than two months of experimental teaching, the implementation of the form of later testing. For the results of the two tests, this paper carries out data statistics with Excel, K-S test with SPSS statistical software, T test with independent samples, and the result of comparison and analysis shows that the fluency of students needs to be further improved, and the flexibility of students' thinking. The uniqueness has obviously improved. This paper also combines a large number of origami materials and the teaching practice of senior high school, on the basis of reference, it has carried on the transformation and the innovation, has given the mathematics origami activity teaching case, including the "exponential function" teaching case, < prism, Structure characteristics of Prism and Prism > Teaching case, Teaching case of Mathematical origami activity exercises and recording of origami Micro Video, etc. Finally, this paper summarizes the conclusions and shortcomings of the research, and puts forward the prospects for further research: to enhance the integration of mathematical origami activities and mathematics teaching, to develop more practical teaching resources; Open up a new way to cultivate students' creative thinking quality by using origami activities.
【學(xué)位授予單位】：山東師范大學(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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