數(shù)學(xué)寫作促進(jìn)學(xué)生指數(shù)函數(shù)學(xué)習(xí)的實驗
發(fā)布時間：2018-11-18 11:29
【摘要】：函數(shù)學(xué)習(xí)是高中學(xué)生學(xué)習(xí)的重難點內(nèi)容,在整個函數(shù)學(xué)習(xí)系統(tǒng)中每一類函數(shù)的學(xué)習(xí)在概念理解、規(guī)律總結(jié)、擴(kuò)展應(yīng)用等方面有很多相似之處,指數(shù)函數(shù)作為高中學(xué)生函數(shù)學(xué)習(xí)的開始,對隨后對數(shù)函數(shù)、冪函數(shù)、三角函數(shù)的學(xué)習(xí)起著基礎(chǔ)性的作用,學(xué)生對指數(shù)函數(shù)知識、學(xué)習(xí)方法、規(guī)律探究的學(xué)習(xí)對之后的函數(shù)的學(xué)習(xí)起著促進(jìn)性的作用。新課標(biāo)提倡加強數(shù)學(xué)學(xué)習(xí)的表達(dá)與交流,數(shù)學(xué)寫作作為一種教學(xué)輔助手段,可以通過增進(jìn)師生交流的方式將學(xué)生的學(xué)與教師的教進(jìn)行有效互動,幫助教師的指導(dǎo)更加全面、更加具有針對性,在動態(tài)中促進(jìn)學(xué)生的學(xué)習(xí)。將數(shù)學(xué)寫作與學(xué)生指數(shù)函數(shù)學(xué)習(xí)進(jìn)行結(jié)合,來幫助學(xué)生為高中階段的函數(shù)學(xué)習(xí)打好基礎(chǔ)。首先,本文以建構(gòu)主義理論、有意義學(xué)習(xí)理論、學(xué)習(xí)遷移理論、信息加工理論為基礎(chǔ),通過查閱國內(nèi)外相關(guān)文獻(xiàn)將數(shù)學(xué)寫作、指數(shù)函數(shù)的相關(guān)學(xué)習(xí)進(jìn)行總結(jié),同時結(jié)合指數(shù)函數(shù)學(xué)習(xí)的相關(guān)要求與標(biāo)準(zhǔn),提出利用數(shù)學(xué)寫作促進(jìn)學(xué)生指數(shù)函數(shù)學(xué)習(xí)的可行性。其次,筆者在實驗開始前對572名學(xué)生與30名在職數(shù)學(xué)教師關(guān)于數(shù)學(xué)寫作促進(jìn)指數(shù)函數(shù)學(xué)習(xí)圍繞師生溝通交流、數(shù)學(xué)知識反思、數(shù)學(xué)問題解決方式、個性化指導(dǎo)、數(shù)學(xué)寫作的了解五方面的現(xiàn)狀分別進(jìn)行了問卷調(diào)查與訪談,在分析調(diào)查結(jié)果的基礎(chǔ)上,總結(jié)出指數(shù)函數(shù)教學(xué)過程中教前無依據(jù)、過程無反饋、教后無評價三大方面相關(guān)的問題,結(jié)合數(shù)學(xué)寫作在教學(xué)過程中的優(yōu)勢,決定圍繞數(shù)學(xué)寫作促進(jìn)學(xué)生指數(shù)函數(shù)的學(xué)習(xí)進(jìn)行實驗。本實驗筆者以山東師范大學(xué)附屬中學(xué)高一六班為實驗班、五班為對照班圍繞數(shù)學(xué)寫作促進(jìn)學(xué)生指數(shù)函數(shù)學(xué)習(xí)進(jìn)行對照實驗,圍繞指數(shù)函數(shù)的預(yù)習(xí)、課后反饋、知識總結(jié)、錯題整理與反思、教師評價反饋、師生情感交流六方面展開數(shù)學(xué)寫作,通過學(xué)生的寫作與教師反饋進(jìn)行交流,探究數(shù)學(xué)寫作對于學(xué)生指數(shù)函數(shù)學(xué)習(xí)的促進(jìn)作用,實驗最后以兩班學(xué)生的實驗前后的成績進(jìn)行對比,發(fā)現(xiàn)在實驗前的數(shù)學(xué)測試兩班成績相差無幾的情況下高一六班學(xué)生的指數(shù)函數(shù)測驗成績要明顯高于五班學(xué)生的成績,并且在實驗過程中的課堂表現(xiàn)六班學(xué)生的積極性與參與性要明顯高于五班學(xué)生。實驗結(jié)果顯示出數(shù)學(xué)寫作確實在學(xué)生指數(shù)函數(shù)學(xué)習(xí)中起著促進(jìn)作用。最后,筆者結(jié)合數(shù)學(xué)寫作促進(jìn)學(xué)生指數(shù)函數(shù)學(xué)習(xí)的實驗提出了幾點教學(xué)策略:(1)了解學(xué)生需求,及時改善教學(xué),促進(jìn)教學(xué)過程最優(yōu)化。(2)從細(xì)節(jié)發(fā)現(xiàn)學(xué)生學(xué)習(xí)問題,及時給與糾正。(3)了解學(xué)生的個性特點,促進(jìn)學(xué)生的個性發(fā)展。(4)加強師生的溝通交流。(5)學(xué)生通過知識整理、錯題反思進(jìn)行自我認(rèn)知調(diào)節(jié)。(6)結(jié)合學(xué)習(xí)過程,全面評價學(xué)生。并且指出了在實際教學(xué)中教師要靈活運用數(shù)學(xué)寫作,注意寫作開展的方式,同時結(jié)合課堂教學(xué)對話交談培養(yǎng)良好的學(xué)習(xí)習(xí)慣,為以后的學(xué)習(xí)打好基礎(chǔ)。
[Abstract]:Function learning is a difficult and important part of senior high school students' learning. In the whole function learning system, there are many similarities in concept understanding, rule summary, extended application and so on. As the beginning of high school students' learning of function, the exponential function plays a fundamental role in the subsequent study of logarithmic function, power function and trigonometric function. The study of law inquiry plays an important role in the learning of function. The new curriculum standard advocates strengthening the expression and communication of mathematics learning. As a teaching assistant means, mathematical writing can effectively interact students' learning with teachers' teaching by enhancing the communication between teachers and students, so as to help teachers guide more comprehensively. More targeted, in the dynamic promotion of students' learning. This paper combines mathematical writing with learning of exponential function to help students lay a good foundation for functional learning in senior high school. First of all, based on constructivism theory, meaningful learning theory, learning transfer theory, information processing theory, this paper summarizes the relevant learning of mathematical writing and exponential function by consulting relevant literature at home and abroad. At the same time, combining with the related requirements and standards of learning exponential function, the feasibility of promoting students' learning of exponential function by mathematical writing is put forward. Secondly, the author studied 572 students and 30 in-service mathematics teachers about mathematics writing and promoting exponential function learning around teachers and students, mathematics knowledge reflection, mathematical problem solving methods, personalized guidance before the beginning of the experiment. On the basis of the analysis of the results of the investigation, the author summarizes three related problems in the teaching process of exponential function: no basis before teaching, no feedback in process, no evaluation after teaching. Combined with the advantages of mathematical writing in the teaching process, it is decided to carry out experiments around mathematical writing to promote the learning of students' exponential function. In this experiment, the author takes the sixth class of senior middle school affiliated to Shandong normal University as the experimental class, the fifth class as the control class, and the fifth class as the control class to promote the students' learning of exponential function, and the author carries on the contrast experiment around the preparatory study of the exponential function, the feedback after class, the summary of knowledge. Through the students' writing and teachers' feedback, this paper explores the promotion of mathematical writing to students' exponential function learning, through the students' writing and teachers' feedback to carry out mathematical writing, teachers' evaluation feedback, teachers' affective communication, six aspects of mathematical writing. At the end of the experiment, the results of the two classes before and after the experiment were compared, and it was found that under the condition that the results of the two classes before the experiment were similar, the results of the exponential function test of the sixth class of Senior one students were obviously higher than those of the fifth class students. In the course of the experiment, the enthusiasm and participation of class 6 students were significantly higher than that of class 5 students. The experimental results show that mathematical writing does play an important role in the learning of exponential function. Finally, based on the experiment of mathematical writing to promote students' exponential function learning, the author puts forward several teaching strategies: (1) understanding students' needs, improving teaching in time, and promoting the optimization of teaching process; (2) finding out students' learning problems from details. (3) understanding students' personality characteristics, promoting students' personality development, (4) strengthening communication between teachers and students, (5) students' knowledge collation, (6) comprehensive evaluation of students combined with learning process. It also points out that teachers should use mathematics writing flexibly, pay attention to the way of writing, and foster good study habits in the light of dialogue and conversation in classroom teaching, so as to lay a good foundation for future study.
【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
本文編號：2339920
[Abstract]:Function learning is a difficult and important part of senior high school students' learning. In the whole function learning system, there are many similarities in concept understanding, rule summary, extended application and so on. As the beginning of high school students' learning of function, the exponential function plays a fundamental role in the subsequent study of logarithmic function, power function and trigonometric function. The study of law inquiry plays an important role in the learning of function. The new curriculum standard advocates strengthening the expression and communication of mathematics learning. As a teaching assistant means, mathematical writing can effectively interact students' learning with teachers' teaching by enhancing the communication between teachers and students, so as to help teachers guide more comprehensively. More targeted, in the dynamic promotion of students' learning. This paper combines mathematical writing with learning of exponential function to help students lay a good foundation for functional learning in senior high school. First of all, based on constructivism theory, meaningful learning theory, learning transfer theory, information processing theory, this paper summarizes the relevant learning of mathematical writing and exponential function by consulting relevant literature at home and abroad. At the same time, combining with the related requirements and standards of learning exponential function, the feasibility of promoting students' learning of exponential function by mathematical writing is put forward. Secondly, the author studied 572 students and 30 in-service mathematics teachers about mathematics writing and promoting exponential function learning around teachers and students, mathematics knowledge reflection, mathematical problem solving methods, personalized guidance before the beginning of the experiment. On the basis of the analysis of the results of the investigation, the author summarizes three related problems in the teaching process of exponential function: no basis before teaching, no feedback in process, no evaluation after teaching. Combined with the advantages of mathematical writing in the teaching process, it is decided to carry out experiments around mathematical writing to promote the learning of students' exponential function. In this experiment, the author takes the sixth class of senior middle school affiliated to Shandong normal University as the experimental class, the fifth class as the control class, and the fifth class as the control class to promote the students' learning of exponential function, and the author carries on the contrast experiment around the preparatory study of the exponential function, the feedback after class, the summary of knowledge. Through the students' writing and teachers' feedback, this paper explores the promotion of mathematical writing to students' exponential function learning, through the students' writing and teachers' feedback to carry out mathematical writing, teachers' evaluation feedback, teachers' affective communication, six aspects of mathematical writing. At the end of the experiment, the results of the two classes before and after the experiment were compared, and it was found that under the condition that the results of the two classes before the experiment were similar, the results of the exponential function test of the sixth class of Senior one students were obviously higher than those of the fifth class students. In the course of the experiment, the enthusiasm and participation of class 6 students were significantly higher than that of class 5 students. The experimental results show that mathematical writing does play an important role in the learning of exponential function. Finally, based on the experiment of mathematical writing to promote students' exponential function learning, the author puts forward several teaching strategies: (1) understanding students' needs, improving teaching in time, and promoting the optimization of teaching process; (2) finding out students' learning problems from details. (3) understanding students' personality characteristics, promoting students' personality development, (4) strengthening communication between teachers and students, (5) students' knowledge collation, (6) comprehensive evaluation of students combined with learning process. It also points out that teachers should use mathematics writing flexibly, pay attention to the way of writing, and foster good study habits in the light of dialogue and conversation in classroom teaching, so as to lay a good foundation for future study.
【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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