【摘要】：函數(shù)作為貫穿整個(gè)初中課程的基本主線之一,雖然較為抽象復(fù)雜但也能鍛煉學(xué)生從具體思維逐步過渡到抽象思維水平的能力。一次函數(shù)是初中學(xué)生學(xué)習(xí)函數(shù)概念后最先接觸的一類具體的函數(shù)類型,對(duì)后續(xù)其他函數(shù)的學(xué)習(xí)以及具體函數(shù)模型的建立與識(shí)別奠定了基礎(chǔ)性的作用,同時(shí)也能促進(jìn)其思維水平能力的提升。本研究試圖主要通過實(shí)證調(diào)查對(duì)初中生一次函數(shù)認(rèn)知水平情況和特點(diǎn)進(jìn)行研究。本研究首先通過常用的文獻(xiàn)法對(duì)國內(nèi)外函數(shù)認(rèn)知、教學(xué)以及一次函數(shù)的相關(guān)研究進(jìn)行梳理,并借用SOLO分類法理論作為初中生一次函數(shù)認(rèn)知水平研究的理論框架。其次,本研究在廣安市廣安中學(xué)初中部進(jìn)行了實(shí)證調(diào)查,主要包括學(xué)生一次函數(shù)認(rèn)知測試問卷、個(gè)別訪談和教師一次函數(shù)教學(xué)調(diào)查問卷。其中,對(duì)初中生一次函數(shù)認(rèn)知水平的問卷測試調(diào)查主要圍繞三個(gè)維度設(shè)計(jì),第一個(gè)維度主要根據(jù)學(xué)生選擇的答案、闡述的理由和相應(yīng)的訪談來調(diào)查初中生對(duì)一次函數(shù)概念的認(rèn)知現(xiàn)狀;第二個(gè)維度主要通過學(xué)生選擇的答案和對(duì)應(yīng)的訪談來了解他們對(duì)一次函數(shù)圖象及性質(zhì)的認(rèn)知情況;第三個(gè)維度主要依據(jù)學(xué)生呈現(xiàn)出的解答過程來分析其對(duì)一次函數(shù)綜合應(yīng)用能力的認(rèn)知現(xiàn)狀。另外,本研究采用SOLO分類法對(duì)三個(gè)認(rèn)知維度都進(jìn)行了相應(yīng)水平的分類,并結(jié)合spss17.0軟件對(duì)數(shù)據(jù)進(jìn)行整理、統(tǒng)計(jì),還分析了不同年級(jí)、不同性別初中生的一次函數(shù)認(rèn)知發(fā)展特點(diǎn)以及三個(gè)維度之間的關(guān)系。最后,本研究根據(jù)“教與學(xué)”的原則、實(shí)證調(diào)查的分析結(jié)果分別對(duì)教師的“教”和學(xué)生的“學(xué)”提出一些拙見。
[Abstract]:Function, as one of the main lines running through the whole junior middle school curriculum, can also exercise the students' ability to transition from concrete thinking to abstract thinking level, although it is more abstract and complex. The primary function is a kind of concrete function type which is first contacted by the junior middle school students after the concept of learning function, which has laid a foundation for the subsequent learning of other functions and the establishment and identification of specific function models. At the same time, it can also promote the improvement of their thinking ability. This study attempts to study the cognitive level and characteristics of primary function of junior high school students through empirical investigation. This study firstly combs the related research of function cognition, teaching and primary function at home and abroad through the commonly used literature method, and uses the SOLO classification theory as the theoretical framework of the primary function cognitive level research of junior high school students. Secondly, this study carried out an empirical investigation in the middle school department of Guang'an City, including students' once function cognitive test questionnaire, individual interview and teacher's once function teaching questionnaire. Among them, the questionnaire survey of primary function cognition level of junior high school students is mainly designed around three dimensions, the first dimension is mainly based on the answers chosen by the students. Explain the reason and the corresponding interview to investigate the junior high school students' cognitive status of the concept of primary function; The second dimension mainly through the students' choice of answers and corresponding interviews to understand their understanding of the image of the first function and the nature of the situation; The third dimension is mainly based on the solution process presented by the students to analyze the cognitive status of their ability to apply the primary function synthetically. In addition, this study uses SOLO classification to classify the three cognitive dimensions at the corresponding level, and combines the spss17.0 software to collate the data, statistics, and analysis of different grades. The characteristics of primary function cognitive development of junior high school students of different genders and the relationship between the three dimensions. Finally, according to the principle of "teaching and learning", the results of empirical investigation put forward some views on teachers'"teaching" and students'"learning" respectively.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.6

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