【摘要】：高中藝術(shù)生是高中校園里一部分特殊的學(xué)生群體,隨著社會的發(fā)展,他們的隊伍在不斷的壯大。而高三的藝術(shù)生更為特殊,他們在這一年面臨著先藝術(shù)高考后文化高考的雙重壓力。他們在學(xué)習(xí)數(shù)學(xué)時,底子薄、任務(wù)重、時間緊,如何在高三的后階段盡可能提高藝術(shù)生的數(shù)學(xué)成績,成了擺在高三藝術(shù)生和數(shù)學(xué)老師面前的一個重要的且亟待解決的問題。本文綜合采用文獻研究、問卷調(diào)查、訪談?wù){(diào)查及教學(xué)實踐等方法,以“高三藝術(shù)生的數(shù)學(xué)學(xué)情分析及數(shù)學(xué)教學(xué)策略”為主要研究內(nèi)容展開研究。首先:對有關(guān)高三藝術(shù)生數(shù)學(xué)教學(xué)的文獻進行梳理及對相關(guān)的理論基礎(chǔ)進行探討;其次:對部分高三藝術(shù)生及數(shù)學(xué)教師進行針對性的調(diào)查,在此基礎(chǔ)上,對藝術(shù)生進行了數(shù)學(xué)學(xué)情分析;再次:根據(jù)藝術(shù)生的學(xué)情狀況,提出了相應(yīng)的“教學(xué)策略”,并進行了一定的教學(xué)實踐探索,獲得了一定的成效。研究獲得的主要結(jié)論有:(1)通過訪談?wù){(diào)查和問卷調(diào)查發(fā)現(xiàn):高三藝術(shù)生數(shù)學(xué)學(xué)情與普通文化生相比,有很大的不同。他們備考時間短,數(shù)學(xué)學(xué)科基礎(chǔ)薄弱,知識儲備少,復(fù)習(xí)效率低,學(xué)習(xí)習(xí)慣差,知識遺忘度高、對數(shù)學(xué)的學(xué)習(xí)興趣不足,缺少模考的經(jīng)驗,解題能力不強,沒有明確的學(xué)習(xí)計劃,自信心不足,部分學(xué)生存在心理焦慮等。(2)提出了適合高三藝術(shù)生的數(shù)學(xué)教學(xué)策略。一是教學(xué)內(nèi)容,做到“有的放矢,有效選擇教學(xué)內(nèi)容”。二是教學(xué)方式,做到“對癥下藥,有效使用教學(xué)方法”。三是心理關(guān)懷,做到“波瀾不驚,有效進行心理疏導(dǎo)”。(3)通過課堂實踐,筆者所任教藝術(shù)班的數(shù)學(xué)均分由1月份(南京市一�？荚�)的55. 6分提升至3月份(四校聯(lián)考)的82. 3分,從全班無一人及格到現(xiàn)在已有4人達100分以上。通過課堂觀察和課后的訪談?wù){(diào)查發(fā)現(xiàn),學(xué)生的數(shù)學(xué)學(xué)習(xí)心理、態(tài)度、成績等方面都有了很大提升�；谘芯康慕Y(jié)果,建議學(xué)生:在藝術(shù)課和文化課學(xué)習(xí)的時間分配上要合理,在藝考的沖刺階段,也不能完全放棄文化課。建議教師:在藝考階段也要幫助學(xué)生制定學(xué)習(xí)計劃,安排適量的學(xué)習(xí)內(nèi)容。建議學(xué)校:對藝術(shù)生要提出針對性的管理,要組織好他們的文化學(xué)習(xí),為藝術(shù)生提供方便。
[Abstract]:High school art students are a part of the special high school students, with the development of society, their ranks are growing. The art students of senior high school are more special. They face the double pressure of first art college entrance examination and later culture college entrance examination in this year. When they study mathematics, they have a weak foundation, heavy task and tight time. How to improve the mathematics achievement of art students as much as possible in the later stage of senior high school has become an important and urgent problem for the art students and mathematics teachers in senior high school. This paper adopts the methods of literature research, questionnaire investigation, interview investigation and teaching practice, and takes "Mathematics situation Analysis and Mathematics Teaching Strategy" as the main research content. First of all, the literature about mathematics teaching of art students in senior high school is combed and the relevant theoretical basis is discussed. Secondly, some art students and mathematics teachers in senior high school are investigated, and on this basis, Thirdly, according to the situation of art students, the author puts forward the corresponding "teaching strategy", and makes a certain exploration of teaching practice, and obtains certain results. The main conclusions of the study are as follows: (1) through the interviews and questionnaires, it is found that the mathematics situation of the art students in senior high school is quite different from that of the ordinary culture students. They have short preparation time, weak foundation of mathematics, low reserve of knowledge, low efficiency of review, poor study habits, high degree of knowledge forgetting, lack of interest in learning mathematics, lack of experience in model exams, and weak ability to solve problems. There is no clear learning plan, lack of self-confidence, and some students have psychological anxiety. (2) the mathematics teaching strategy suitable for the art students of senior high school is put forward. First, the teaching content, so that "targeted, effective choice of teaching content." Second, teaching methods, to achieve "the right remedy, effective use of teaching methods." Third, psychological care, so that "the waves do not panic, effective psychological guidance". (3) through classroom practice, the author taught the art class from January (Nanjing City, a model test) of 55. The score rose to 82. 2% in March. A score of 3, since none of the class has passed to the present four people have more than 100 points. Through classroom observation and after-class interview, it is found that students' mathematics learning psychology, attitude, achievement and so on have been greatly improved. Based on the results of the research, it is suggested that the students should be reasonable in the time distribution of the art and culture classes, and that they should not give up the culture classes completely in the sprint stage of the art examination. Teachers: help students to make study plan and arrange proper learning content in the art examination stage. Suggest schools: to the art students to put forward targeted management, to organize their cultural learning, for art students to provide convenience.
【學(xué)位授予單位】：南京師范大學(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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