八年級學生數學學習分化點的調查研究
發(fā)布時間：2018-11-16 18:43
【摘要】：在數學學習中,存在著這樣一些知識點,它們的學習過程非常容易導致學生產生分化,我們稱之為“分化點”。從數學教學實際來看,學生成績差異的出現(xiàn)都可追溯到對某些分化點的學習順利與否。長期以來,雖有不少教師對數學分化點的教學進行了不懈的探索實踐,但關于高中居多,對于八年級數學學習分化點研究甚少。而且大部分的研究結論主要是以教學中的經驗為依據得到的,未系統(tǒng)分析其成因。本文首先采用文獻研究法,分析前人關于分化點的研究,在此基礎上,針對八年級的數學知識內容,進行師生問卷調查、教師訪談、學生平時作業(yè)和測試調查。通過對數據統(tǒng)計分析,本文得到八年級學生數學學習的分化點,從分化點的內容特點、學生本身的特征、教師教學的原因三方面分析其成因,并提出突破分化點的教學策略并對策略的有效性進行等組實驗。通過問卷調查、成因分析、策略研究、等組實驗等途徑,本研究主要獲得了以下幾個基本結論:(1)確定八年級學生數學學習分化點通過師生問卷調查、學生平時作業(yè)與測試的統(tǒng)計,認定八年級學生數學學習的強分化點是:最短路徑問題、平行四邊形的判定、三角形全等的判定、等腰三角形;弱分化點是:一次函數與方程和不等式、分式方程、正方形、函數的圖象、公因式法、角的平分線性質、三角形的高、中線和角平分線、等邊三角形。(2)從分化點的內容特點、學生本身的特征、教師教學的原因三個方面進行成因分析從分化點本身來看,其內容抽象程度、思維要求較高并具有一定難度;從學生的認知特征上看,感性的思維特征、消極的思維習慣、學習動機不足、錯誤的學習方法都是造成分化點出現(xiàn)的原因;從教師的教學狀況上分析,存在”角色分化”、”經驗主義”、重知識傳授,輕思想方法等弊端。(3)針對一般分化點、特殊分化點的應對策略針對一般分化點,要抓住特點,分解難點;更新理念,面向全體;改變策略,提高效率;激發(fā)興趣,主動學習。針對強分化點要突破難點,分散難點,針對弱點分化要細心指導,嚴格要求。(4)針對軸對稱這一章的分化點進行具體的教學片斷設計,并對其有效性進行檢驗。
[Abstract]:In mathematics learning, there are such knowledge points, their learning process is very easy to cause students to divide, we call it "differentiation point". From the point of view of mathematics teaching practice, the differences in students' scores can be traced back to the smooth learning of some differentiation points. For a long time, although many teachers have carried on the unremitting exploration and practice to the teaching of the mathematics differentiation point, but most of them are about the senior high school, the research on the differentiation point of mathematics learning in the eighth grade is very few. And most of the conclusions are based on the experience of teaching, without systematic analysis of the causes. In this paper, first of all, literature research method is used to analyze the former research on differentiation points. On this basis, the eighth grade mathematics knowledge content, teachers and students questionnaire survey, teacher interviews, students in peacetime homework and test investigation. Through the statistical analysis of the data, this paper obtains the differentiation point of the eighth grade students' mathematics learning, and analyzes its causes from three aspects: the content characteristics of the differentiation points, the characteristics of the students themselves, and the causes of the teachers' teaching. The teaching strategy of breaking through the differentiation point is put forward and the effectiveness of the strategy is tested in groups. By means of questionnaire investigation, cause analysis, strategy study, and so on, this study has obtained the following basic conclusions: (1) to determine the dividing point of mathematics learning of the eighth grade students through the questionnaire survey between teachers and students; According to the statistics of students' homework and test, it is concluded that the strong differentiation points of the eighth grade students' mathematics learning are the shortest path problem, the judgment of parallelogram, the judgement of triangle's full equality, and the isosceles triangle; Weakly differentiated points are: first function and equation and inequality, divisional equation, square, image of function, common factor method, bisection property of angle, height of triangle, center line and angular bisection line, Equilateral triangle. (2) from three aspects of the characteristics of the content of the differentiation point, the characteristics of the students themselves, and the reasons of the teacher's teaching, from the perspective of the differentiation point itself, the content is abstract, the thinking requirement is high and has certain difficulty; From the point of view of students' cognitive characteristics, perceptual thinking characteristics, negative thinking habits, insufficient learning motivation and wrong learning methods are the reasons for the emergence of the split point. Analyzing from the teachers' teaching condition, there are disadvantages such as "role differentiation", "empiricism", emphasis on knowledge imparting, neglecting thinking methods and so on. (3) aiming at the general differentiation point, the coping strategy of the special differentiation point is aimed at the general differentiation point. Should grasp the characteristic, decomposes the difficulty; Update ideas, face the whole; change strategies to improve efficiency; stimulate interest, active learning. In order to break through the difficulty, disperse the difficulty, and guide the weakness differentiation carefully, strict requirements are required. (4) the specific teaching fragment design of the chapter on axisymmetric is carried out, and its validity is tested.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6
本文編號：2336323
[Abstract]:In mathematics learning, there are such knowledge points, their learning process is very easy to cause students to divide, we call it "differentiation point". From the point of view of mathematics teaching practice, the differences in students' scores can be traced back to the smooth learning of some differentiation points. For a long time, although many teachers have carried on the unremitting exploration and practice to the teaching of the mathematics differentiation point, but most of them are about the senior high school, the research on the differentiation point of mathematics learning in the eighth grade is very few. And most of the conclusions are based on the experience of teaching, without systematic analysis of the causes. In this paper, first of all, literature research method is used to analyze the former research on differentiation points. On this basis, the eighth grade mathematics knowledge content, teachers and students questionnaire survey, teacher interviews, students in peacetime homework and test investigation. Through the statistical analysis of the data, this paper obtains the differentiation point of the eighth grade students' mathematics learning, and analyzes its causes from three aspects: the content characteristics of the differentiation points, the characteristics of the students themselves, and the causes of the teachers' teaching. The teaching strategy of breaking through the differentiation point is put forward and the effectiveness of the strategy is tested in groups. By means of questionnaire investigation, cause analysis, strategy study, and so on, this study has obtained the following basic conclusions: (1) to determine the dividing point of mathematics learning of the eighth grade students through the questionnaire survey between teachers and students; According to the statistics of students' homework and test, it is concluded that the strong differentiation points of the eighth grade students' mathematics learning are the shortest path problem, the judgment of parallelogram, the judgement of triangle's full equality, and the isosceles triangle; Weakly differentiated points are: first function and equation and inequality, divisional equation, square, image of function, common factor method, bisection property of angle, height of triangle, center line and angular bisection line, Equilateral triangle. (2) from three aspects of the characteristics of the content of the differentiation point, the characteristics of the students themselves, and the reasons of the teacher's teaching, from the perspective of the differentiation point itself, the content is abstract, the thinking requirement is high and has certain difficulty; From the point of view of students' cognitive characteristics, perceptual thinking characteristics, negative thinking habits, insufficient learning motivation and wrong learning methods are the reasons for the emergence of the split point. Analyzing from the teachers' teaching condition, there are disadvantages such as "role differentiation", "empiricism", emphasis on knowledge imparting, neglecting thinking methods and so on. (3) aiming at the general differentiation point, the coping strategy of the special differentiation point is aimed at the general differentiation point. Should grasp the characteristic, decomposes the difficulty; Update ideas, face the whole; change strategies to improve efficiency; stimulate interest, active learning. In order to break through the difficulty, disperse the difficulty, and guide the weakness differentiation carefully, strict requirements are required. (4) the specific teaching fragment design of the chapter on axisymmetric is carried out, and its validity is tested.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6
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