【摘要】：本文在國內外教育專家學者和教師研究的基礎上,分三步對阿圖什地區(qū)初中生的合情推理能力開展了實地調查與結果分析:首先,搜集整理與本研究有關的國內外文獻資料,通過分析這些資料了解當前該課題的研究進度、研究領域和存在的不足,接著選定從教育心理學、教育學以及數(shù)學教育學三個維度入手開展研究,并提前對有關概念進行了必要的學術界定。其次,依據(jù)中學階段心理和教育學的發(fā)展規(guī)律,在參考他人制定的調查問卷的基礎上,結合阿圖什市數(shù)學教育的實際情況自制了學生合情推理能力調查問卷和教師、學生訪談提綱,并選取了阿圖什市四所重點中學初中三年級的50名教師和1208名學生進行合情推理能力問卷調查,接著對調查問卷的結果進行統(tǒng)計和探討,為更全面地了解民族地區(qū)初中生的合情推理能力發(fā)展情況,筆者還搜集整理了近五年的中考數(shù)學試題,并對這些試題的合情推理內容的考察方式和分值比例加以研究和分析,結果發(fā)現(xiàn)阿圖什地區(qū)初中少數(shù)民族學生的合情推理能力水平比較低,一線數(shù)學教師對合情推理能力的重視程度和教學水平也存在著一些不足。為更好地提升阿圖什地區(qū)初中生的合情推理能力,無論是中學教師還是初中學生都要深刻認識到合情推理能力的重要價值,一線數(shù)學教師也要隨之更新教學理念、改進教學方法,提高合情推理教學的能力;學生方面,也有必要學習一些提高合情推理能力的技巧。比如考試方面,有必要加強中考數(shù)學試題對提升學生推理、整理能力考察;在教材編排方面,也應該進一步提高初中數(shù)學教材中學生合情推理學習內容的比重,同時在內容編排上也要照顧到學生現(xiàn)階段各方面的發(fā)展特點進行有針對性的編排和設計,力求更加通俗易懂并具備一定的趣味性、新穎性。只要相關各方一起攜手,形成合力,那么初中學生的合情推理能力自然會有一個比較大的提升,對阿圖什地區(qū)的教育也要起到一定的推動作用。
[Abstract]:Based on the research of domestic and foreign educational experts, scholars and teachers, this paper carries out a field investigation and result analysis on the reasonable reasoning ability of junior high school students in Atushi area in three steps: first, collect and sort out the domestic and foreign literature related to this study. Through the analysis of these materials to understand the current research progress, research areas and shortcomings, and then selected from the three dimensions of educational psychology, pedagogy and mathematics pedagogy to start the research. And in advance of the concept of the necessary academic definition. Secondly, according to the development law of psychology and pedagogy in the middle school stage, on the basis of referring to the questionnaire made by others, combining with the actual situation of mathematics education in Atushi City, the questionnaire of students' reasonable reasoning ability and the teacher's self-made questionnaire are made. Student interview outline, and selected 50 teachers and 1208 students in the third grade of four key middle schools in Atushi City to conduct a questionnaire survey of reasonable reasoning ability, and then the results of the questionnaire were analyzed and discussed. In order to fully understand the development of reasonable reasoning ability of junior high school students in ethnic minority areas, the author also collected and sorted out the mathematics examination questions in the recent five years, and studied and analyzed the investigation methods and score ratio of the reasonable reasoning contents of these test questions. The results show that the level of reasonable reasoning ability of ethnic minority students in Atushi area is relatively low, and there are some deficiencies in the attention and teaching level of the first-line mathematics teachers to the reasonable reasoning ability. In order to improve the reasonable reasoning ability of junior high school students in Atushi area, both middle school teachers and junior middle school students should deeply realize the important value of reasonable reasoning ability, and the first-line mathematics teachers should update their teaching concepts. In order to improve the teaching ability of reasonable reasoning, it is necessary for the students to learn some skills to improve the ability of reasonable reasoning. For example, in the area of examinations, it is necessary to strengthen the mathematics examination questions of the junior high school to enhance the students' reasoning and organize their ability. In terms of the arrangement of teaching materials, they should also further increase the proportion of the content of reasonable reasoning in junior high school mathematics textbooks for middle school students. At the same time, the content arrangement should also take into account the characteristics of the development of students at the present stage to carry out targeted arrangement and design, and strive to be more easy to understand and have a certain interest, novelty. As long as the relevant parties join hands to form a joint effort, then junior high school students will naturally have a relatively large improvement in reasonable reasoning ability, and also play a role in promoting education in Atuche.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

【參考文獻】

中國期刊全文數(shù)據(jù)庫 前10條

1 程靖;孫婷;鮑建生;;我國八年級學生數(shù)學推理論證能力的調查研究[J];課程.教材.教法;2016年04期

2 王志強;;數(shù)學教學中培養(yǎng)學生數(shù)學推理能力研究[J];成才之路;2015年36期

3 曹正成;;學生數(shù)學推理能力的培養(yǎng)[J];中學生數(shù)理化(教與學);2015年07期

4 焦小祥;;如何在數(shù)學教學中培養(yǎng)學生的推理能力[J];小學教學參考;2015年17期

5 李金珠;;如何在數(shù)學課堂中培養(yǎng)學生邏輯推理能力[J];中小企業(yè)管理與科技(下旬刊);2015年01期

6 呂云華;;初中數(shù)學教學中學生推理能力的培養(yǎng)研究[J];新課程(中學);2014年04期

7 劉偉;;初中數(shù)學教學中學生推理能力的培養(yǎng)[J];中學時代;2013年23期

8 翁勝利;;提高初中生數(shù)學推理能力策略探究[J];新課程導學;2013年32期

9 郭祥興;;有效培養(yǎng)學生數(shù)學推理能力[J];遼寧教育;2013年11期

10 高建;;中學生數(shù)學推理能力探究[J];數(shù)學學習與研究;2012年09期

中國碩士學位論文全文數(shù)據(jù)庫 前9條

1 舒盛平;初中數(shù)學合情推理教學研究[D];云南師范大學;2013年

2 李紅娟;高中生數(shù)學合情推理能力的調查[D];河北師范大學;2012年

3 潘榕;新課程下初中數(shù)學能力因素分析[D];首都師范大學;2007年

4 任麗潔;數(shù)學課程中的合情推理及其教學研究[D];云南師范大學;2006年

5 徐成華;初中數(shù)學教育中的合情推理能力培養(yǎng)初探[D];華中師范大學;2006年

6 賈臘生;數(shù)學教學心理研究[D];湖南師范大學;2004年

7 孫國芹;初中生數(shù)學素質培養(yǎng)的探索與研究[D];東北師范大學;2004年

8 陳蕊;對中學數(shù)學教育中推理能力及其階段性培養(yǎng)的研究[D];首都師范大學;2004年

9 陳拓;中學數(shù)學中合情推理教學的研究[D];首都師范大學;2004年

，

本文編號：2286729