中學(xué)數(shù)學(xué)教學(xué)中融入數(shù)學(xué)競(jìng)賽的教學(xué)實(shí)踐研究
發(fā)布時(shí)間：2018-11-21 07:51
【摘要】：中學(xué)數(shù)學(xué)競(jìng)賽一直以來(lái)是許多中學(xué)生和教師關(guān)注的重要內(nèi)容。通過(guò)數(shù)學(xué)競(jìng)賽,學(xué)生能領(lǐng)會(huì)更多的數(shù)學(xué)知識(shí)與數(shù)學(xué)思想,激發(fā)他們的創(chuàng)造性思維,培養(yǎng)數(shù)學(xué)素養(yǎng),感受到數(shù)學(xué)的博大精深。然而在數(shù)學(xué)競(jìng)賽的開(kāi)展過(guò)程中卻存在了一些問(wèn)題,例如,在關(guān)注如何將數(shù)學(xué)競(jìng)賽應(yīng)用到數(shù)學(xué)教學(xué)中時(shí),老師們往往對(duì)在教學(xué)過(guò)程中怎么融入數(shù)學(xué)競(jìng)賽感到困惑。為了更好的促進(jìn)數(shù)學(xué)教學(xué)的發(fā)展,使數(shù)學(xué)教學(xué)在與數(shù)學(xué)課程標(biāo)準(zhǔn)緊密結(jié)合的背景下,對(duì)如何把競(jìng)賽的理念、目標(biāo)、方法與內(nèi)容等融入數(shù)學(xué)教學(xué)中的實(shí)踐就顯得十分必要,這對(duì)提升中學(xué)生的數(shù)學(xué)解題能力、拓展學(xué)生的數(shù)學(xué)思維層次,進(jìn)而改進(jìn)數(shù)學(xué)教學(xué)質(zhì)量等都具有重要義。中學(xué)數(shù)學(xué)競(jìng)賽的實(shí)質(zhì)為一種獨(dú)立于高等數(shù)學(xué)與初等數(shù)學(xué)的比賽性質(zhì)的數(shù)學(xué)活動(dòng),而它分別具有基礎(chǔ)性、創(chuàng)造性和發(fā)展性的特點(diǎn)。通過(guò)梳理數(shù)學(xué)競(jìng)賽和中學(xué)數(shù)學(xué)教學(xué)相關(guān)文獻(xiàn),發(fā)現(xiàn)關(guān)于中學(xué)數(shù)學(xué)教學(xué)中融入數(shù)學(xué)競(jìng)賽的教學(xué)實(shí)踐研究并不多見(jiàn),事實(shí)上中學(xué)數(shù)學(xué)教是數(shù)學(xué)競(jìng)賽的基礎(chǔ),而數(shù)學(xué)競(jìng)賽是中學(xué)數(shù)學(xué)教學(xué)的拓展,兩者相輔相成。結(jié)合中學(xué)數(shù)學(xué)競(jìng)賽大綱,運(yùn)用文本分析法對(duì)近年數(shù)學(xué)競(jìng)賽試題分析發(fā)現(xiàn),不同類型的數(shù)學(xué)競(jìng)賽試題,以不同維度展示了數(shù)學(xué)競(jìng)賽知識(shí)諸如組合數(shù)學(xué)、初等數(shù)論、函數(shù)方程等在數(shù)學(xué)解題領(lǐng)域的應(yīng)用,進(jìn)而探討了在中學(xué)數(shù)學(xué)教學(xué)中可以增添哪些教學(xué)內(nèi)容。根據(jù)數(shù)學(xué)學(xué)習(xí)論、數(shù)學(xué)教學(xué)觀等有關(guān)理論與方法,提出數(shù)學(xué)教學(xué)中融入數(shù)學(xué)競(jìng)賽教學(xué)的諸多建議:教學(xué)策略上應(yīng)注重?cái)?shù)學(xué)建模和數(shù)學(xué)文化的聯(lián)系;教學(xué)目標(biāo)上應(yīng)加強(qiáng)學(xué)生的學(xué)習(xí)興趣培養(yǎng)、注重思維能力和學(xué)習(xí)能力提升以及要求凸顯數(shù)學(xué)思想方法;教學(xué)方法上應(yīng)注重一題多解和變式教學(xué)的體現(xiàn);教學(xué)內(nèi)容上應(yīng)在對(duì)中學(xué)數(shù)學(xué)相關(guān)內(nèi)容教學(xué)時(shí)結(jié)合數(shù)學(xué)競(jìng)賽的內(nèi)容進(jìn)行拓展,以及教學(xué)過(guò)程中應(yīng)注重情境導(dǎo)入、學(xué)生交流和課余作業(yè)設(shè)計(jì)等。本文旨在通過(guò)對(duì)中學(xué)數(shù)學(xué)教學(xué)中融入數(shù)學(xué)競(jìng)賽進(jìn)行的教學(xué)實(shí)踐研究,起到拋磚引玉的目的,以期望能夠使更多的專家學(xué)者的目光聚焦到數(shù)學(xué)教學(xué)和競(jìng)賽中,以不同的角度對(duì)數(shù)學(xué)教學(xué)進(jìn)行更深層次的探究,從而進(jìn)一步提升師生數(shù)學(xué)素養(yǎng),促進(jìn)我國(guó)數(shù)學(xué)教育的發(fā)展。
[Abstract]:Mathematics competition in middle school has always been an important part of the attention of many middle school students and teachers. Through the mathematics competition, students can understand more mathematics knowledge and mathematics thought, stimulate their creative thinking, cultivate mathematics literacy, and feel the broad and profound mathematics. However, there are some problems in the process of mathematics competition. For example, when we pay attention to how to apply mathematics competition to mathematics teaching, teachers often feel confused about how to integrate mathematics competition into the teaching process. In order to promote the development of mathematics teaching, it is necessary to combine mathematics teaching with mathematics curriculum standard, and how to integrate the idea, goal, method and content of competition into the practice of mathematics teaching. It is of great significance to improve the students' ability of solving mathematical problems, to expand the level of students' mathematical thinking, and to improve the quality of mathematics teaching. The essence of mathematics competition in middle school is a kind of mathematics activity which is independent of higher mathematics and elementary mathematics, and it has the characteristics of foundation, creativity and development respectively. By combing the relevant literature of mathematics competition and mathematics teaching in middle school, it is found that there are few researches on the teaching practice of mathematics competition in middle school mathematics teaching. In fact, mathematics teaching in middle school is the foundation of mathematics competition. Mathematics competition is the extension of mathematics teaching in middle school, and they complement each other. Combined with the outline of mathematics competition in middle school, the text analysis method is used to analyze the test questions of mathematics contest in recent years. It is found that different types of mathematical competition questions are displayed in different dimensions, such as combinatorial mathematics, elementary number theory, etc. The application of function equation in the field of mathematical problem solving is discussed, and what teaching contents can be added to mathematics teaching in middle school are discussed. According to the theories and methods of mathematics learning theory and mathematics teaching view, this paper puts forward some suggestions on how to integrate mathematics competition teaching into mathematics teaching: in teaching strategy, we should pay attention to the connection between mathematical modeling and mathematics culture; In the teaching goal, we should strengthen the students' interest in learning, pay attention to the improvement of thinking ability and learning ability, and demand to highlight the mathematical thinking method, and pay attention to the embodiment of the multi-problem and variant teaching in the teaching method. The teaching contents should be expanded in combination with the content of mathematics competition in the teaching of mathematics related contents in middle schools, and the teaching process should pay attention to the introduction of situation, the communication of students and the design of after-school homework, etc. The purpose of this paper is to make more experts and scholars focus on mathematics teaching and competition by studying the teaching practice of mathematics competition in middle school mathematics teaching. In order to further improve the mathematics literacy of teachers and students and promote the development of mathematics education in China, this paper makes a deeper inquiry into mathematics teaching from different angles.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6
本文編號(hào)：2346362
[Abstract]:Mathematics competition in middle school has always been an important part of the attention of many middle school students and teachers. Through the mathematics competition, students can understand more mathematics knowledge and mathematics thought, stimulate their creative thinking, cultivate mathematics literacy, and feel the broad and profound mathematics. However, there are some problems in the process of mathematics competition. For example, when we pay attention to how to apply mathematics competition to mathematics teaching, teachers often feel confused about how to integrate mathematics competition into the teaching process. In order to promote the development of mathematics teaching, it is necessary to combine mathematics teaching with mathematics curriculum standard, and how to integrate the idea, goal, method and content of competition into the practice of mathematics teaching. It is of great significance to improve the students' ability of solving mathematical problems, to expand the level of students' mathematical thinking, and to improve the quality of mathematics teaching. The essence of mathematics competition in middle school is a kind of mathematics activity which is independent of higher mathematics and elementary mathematics, and it has the characteristics of foundation, creativity and development respectively. By combing the relevant literature of mathematics competition and mathematics teaching in middle school, it is found that there are few researches on the teaching practice of mathematics competition in middle school mathematics teaching. In fact, mathematics teaching in middle school is the foundation of mathematics competition. Mathematics competition is the extension of mathematics teaching in middle school, and they complement each other. Combined with the outline of mathematics competition in middle school, the text analysis method is used to analyze the test questions of mathematics contest in recent years. It is found that different types of mathematical competition questions are displayed in different dimensions, such as combinatorial mathematics, elementary number theory, etc. The application of function equation in the field of mathematical problem solving is discussed, and what teaching contents can be added to mathematics teaching in middle school are discussed. According to the theories and methods of mathematics learning theory and mathematics teaching view, this paper puts forward some suggestions on how to integrate mathematics competition teaching into mathematics teaching: in teaching strategy, we should pay attention to the connection between mathematical modeling and mathematics culture; In the teaching goal, we should strengthen the students' interest in learning, pay attention to the improvement of thinking ability and learning ability, and demand to highlight the mathematical thinking method, and pay attention to the embodiment of the multi-problem and variant teaching in the teaching method. The teaching contents should be expanded in combination with the content of mathematics competition in the teaching of mathematics related contents in middle schools, and the teaching process should pay attention to the introduction of situation, the communication of students and the design of after-school homework, etc. The purpose of this paper is to make more experts and scholars focus on mathematics teaching and competition by studying the teaching practice of mathematics competition in middle school mathematics teaching. In order to further improve the mathematics literacy of teachers and students and promote the development of mathematics education in China, this paper makes a deeper inquiry into mathematics teaching from different angles.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6
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