初中數(shù)學教學中培養(yǎng)學生創(chuàng)造力的實踐研究
發(fā)布時間：2018-11-13 13:35
【摘要】：創(chuàng)新意識的培養(yǎng)是現(xiàn)代數(shù)學教育的重要目標之一,培養(yǎng)學生的數(shù)學創(chuàng)造力是世界各國數(shù)學教育中普遍關注的問題,也是我國數(shù)學課程改革的側(cè)重點。論文分為五部分,第一部分是研究前言,主要介紹了本課題的研究背景與意義,闡述了本課題的研究具有其現(xiàn)實意義和價值;以及研究方法和文獻綜述。綜述了國內(nèi)外研究現(xiàn)狀,包括各國的課程標準以及研究的進展。第二部分是核心概念和理論基礎,主要介紹了創(chuàng)造力的概念和其理論基礎。闡述了一般創(chuàng)造力和數(shù)學創(chuàng)造力的概念;以及四個主要的理論基礎。第三部分是中學教師對數(shù)學創(chuàng)造力認識的現(xiàn)狀調(diào)查與提出猜想,對初中教師進行現(xiàn)狀調(diào)查研究。數(shù)據(jù)處理分析得到,初中教師雖有培養(yǎng)學生創(chuàng)新能力的意識,卻缺乏其培養(yǎng)途徑,不能在教學中有意識的培養(yǎng)學生創(chuàng)新能力,由此提出猜想以培養(yǎng)學生的數(shù)學創(chuàng)造力。第四部分是實驗,以兩個班級進行實驗,分為實驗班和對照班。實驗班用文中所提到的途徑進行教學,而對照班用原有的教學方式教學。實驗結(jié)果證實了第三章所提出的培養(yǎng)學生創(chuàng)新能力的途徑是行之有效的。第五部分是結(jié)論,闡述了文中所提途徑在實踐中是有效的,并且得到了其他相關結(jié)論。本研究要解決的問題是在教學中如何培養(yǎng)學生的創(chuàng)造力。論文是在建構(gòu)主義、人本主義、創(chuàng)造學理論和弗賴登塔爾的數(shù)學教育理論基礎上展開,運用文獻研究法、調(diào)查問卷法和實驗研究法,得到了在初中數(shù)學教學中培養(yǎng)學生數(shù)學創(chuàng)造力的有效途徑為:1.有助于數(shù)學創(chuàng)造的數(shù)學課堂文化;2.有助于數(shù)學創(chuàng)造的教學方法;3.通過解題來提高數(shù)學創(chuàng)造。其中包括問題提出、問題解決、開放性題目與一題多解的方法。本研究得到了相關的結(jié)論是:確實可以通過一定的方法培養(yǎng)學生的數(shù)學創(chuàng)造力;即使是數(shù)學成績一般的學生也是可以通過培養(yǎng)形成一定的數(shù)學創(chuàng)造力;學生的數(shù)學成績和數(shù)學創(chuàng)造力并不是簡單的正比關系,進一步的建議是:建議在數(shù)學教師的繼續(xù)教育中增加關于數(shù)學創(chuàng)造力的教學內(nèi)容,建議在師范生的數(shù)學教育中強調(diào)數(shù)學創(chuàng)造力方面的內(nèi)容。
[Abstract]:The cultivation of innovative consciousness is one of the important goals of modern mathematics education. Cultivating students' mathematical creativity is a common concern in mathematics education all over the world, and is also the focus of mathematics curriculum reform in our country. The paper is divided into five parts. The first part is the preface of the research, mainly introduces the research background and significance of this subject, expounds the research of this subject has its practical significance and value, as well as the research methods and literature review. This paper summarizes the current research situation at home and abroad, including the curriculum standards and research progress in various countries. The second part is the core concept and theoretical basis, mainly introduces the concept of creativity and its theoretical basis. This paper expounds the concepts of general creativity and mathematical creativity, and four main theoretical bases. The third part is the middle school teachers' understanding of mathematics creativity and put forward a conjecture on the status quo of junior high school teachers. The data processing analysis shows that junior middle school teachers have the consciousness of cultivating students' creative ability, but they lack the training way, and they cannot cultivate students' creative ability consciously in teaching. Therefore, a guess is put forward to cultivate students' mathematical creativity. The fourth part is the experiment, two classes are divided into experimental class and control class. The experimental class teaches in the way mentioned in the article, while the control class uses the original teaching method. The experimental results show that the approach to cultivate students' innovative ability proposed in Chapter 3 is effective. The fifth part is the conclusion, which explains that the proposed approach is effective in practice, and obtains other relevant conclusions. The problem to be solved in this study is how to cultivate students' creativity in teaching. The thesis is based on constructivism, humanism, creativeness theory and Freudenthal's mathematics education theory, using literature research, questionnaire and experimental research. The effective ways to cultivate students' mathematical creativity in junior high school mathematics teaching are as follows: 1. Help mathematics create mathematics classroom culture; 2. The teaching method which is helpful to mathematics creation; 3. Improve mathematical creativity by solving problems. These include problem raising, problem solving, open problems and multiple solutions. The conclusions of this study are as follows: it is possible to cultivate students' mathematical creativity through certain methods, even students with average mathematics scores can also form certain mathematical creativity through training; Students' mathematics achievement and mathematical creativity are not directly proportional to each other. The further suggestion is that the teaching content of mathematics creativity should be added to the further education of mathematics teachers. It is suggested that the content of mathematical creativity should be emphasized in the mathematics education of normal school students.
【學位授予單位】：合肥師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6
本文編號：2329264
[Abstract]:The cultivation of innovative consciousness is one of the important goals of modern mathematics education. Cultivating students' mathematical creativity is a common concern in mathematics education all over the world, and is also the focus of mathematics curriculum reform in our country. The paper is divided into five parts. The first part is the preface of the research, mainly introduces the research background and significance of this subject, expounds the research of this subject has its practical significance and value, as well as the research methods and literature review. This paper summarizes the current research situation at home and abroad, including the curriculum standards and research progress in various countries. The second part is the core concept and theoretical basis, mainly introduces the concept of creativity and its theoretical basis. This paper expounds the concepts of general creativity and mathematical creativity, and four main theoretical bases. The third part is the middle school teachers' understanding of mathematics creativity and put forward a conjecture on the status quo of junior high school teachers. The data processing analysis shows that junior middle school teachers have the consciousness of cultivating students' creative ability, but they lack the training way, and they cannot cultivate students' creative ability consciously in teaching. Therefore, a guess is put forward to cultivate students' mathematical creativity. The fourth part is the experiment, two classes are divided into experimental class and control class. The experimental class teaches in the way mentioned in the article, while the control class uses the original teaching method. The experimental results show that the approach to cultivate students' innovative ability proposed in Chapter 3 is effective. The fifth part is the conclusion, which explains that the proposed approach is effective in practice, and obtains other relevant conclusions. The problem to be solved in this study is how to cultivate students' creativity in teaching. The thesis is based on constructivism, humanism, creativeness theory and Freudenthal's mathematics education theory, using literature research, questionnaire and experimental research. The effective ways to cultivate students' mathematical creativity in junior high school mathematics teaching are as follows: 1. Help mathematics create mathematics classroom culture; 2. The teaching method which is helpful to mathematics creation; 3. Improve mathematical creativity by solving problems. These include problem raising, problem solving, open problems and multiple solutions. The conclusions of this study are as follows: it is possible to cultivate students' mathematical creativity through certain methods, even students with average mathematics scores can also form certain mathematical creativity through training; Students' mathematics achievement and mathematical creativity are not directly proportional to each other. The further suggestion is that the teaching content of mathematics creativity should be added to the further education of mathematics teachers. It is suggested that the content of mathematical creativity should be emphasized in the mathematics education of normal school students.
【學位授予單位】：合肥師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6
【參考文獻】
相關期刊論文 前1條
1 馮建軍;創(chuàng)新教育與課程改革[J];中國教育學刊;2000年04期
，本文編號：2329264
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