【摘要】：最新的課程改革提出了 “以學(xué)生為本,讓學(xué)生做課堂的主人”的課程改革理念,旨在通過在這種理念指導(dǎo)下的教學(xué)中提高學(xué)生的獨(dú)立自主的學(xué)習(xí)能力和學(xué)習(xí)積極性,讓學(xué)生通過自己的探索,去發(fā)現(xiàn)并解決問題;讓學(xué)生親自參與到知識(shí)的產(chǎn)生、發(fā)展以及總結(jié)的過程,進(jìn)而提高學(xué)生的獨(dú)立自主學(xué)習(xí)能力,促進(jìn)學(xué)生的全面發(fā)展。而學(xué)案教學(xué)就是在新課改理念指引下產(chǎn)生的一種新的教學(xué)模式,這種新的教學(xué)模式出現(xiàn)之后取代備案教學(xué)模式成為目前許多學(xué)校和老師教學(xué)中首選。雖然學(xué)案教學(xué)模式在教學(xué)中的應(yīng)用對(duì)于提高學(xué)生獨(dú)立自主學(xué)習(xí)能力與促進(jìn)學(xué)生全面發(fā)展起到了一定的促進(jìn)作用,但是其在實(shí)施過程中也暴露出了不少的問題,嚴(yán)重阻礙了學(xué)案教學(xué)模式進(jìn)一步應(yīng)用和發(fā)展�；诖�,本文提出了初中數(shù)學(xué)學(xué)案教學(xué)現(xiàn)狀調(diào)查與模式改造研究這一課題。在研究中,從學(xué)案的課前編制、課堂實(shí)施以及課后反饋三個(gè)方面對(duì)目前的學(xué)案教學(xué)中存在的問題進(jìn)行詳細(xì)的分析研究,并在此基礎(chǔ)上,結(jié)合相關(guān)教學(xué)理論構(gòu)建出學(xué)案教學(xué)的新模式,并對(duì)其進(jìn)行實(shí)踐研究。具體研究中本文主要通過使用文獻(xiàn)分析法、訪談法、問卷調(diào)查法以及案例分析的研究方法對(duì)學(xué)案教學(xué)現(xiàn)狀進(jìn)行了調(diào)查和模式的改造。研究得出了三個(gè)方面的結(jié)論:(1)調(diào)查表明,雖然目前在初中數(shù)學(xué)教學(xué)實(shí)際中,對(duì)于學(xué)案教學(xué)的使用較為普遍,但是學(xué)案教學(xué)使用中卻存在積極性不高、教師和學(xué)生參與度不足、教師和學(xué)生對(duì)于學(xué)案教學(xué)認(rèn)可度較差等問題。(2)本文給出了初中數(shù)學(xué)學(xué)案教學(xué)新模式的教學(xué)程序、策略與評(píng)價(jià)。教學(xué)程序?yàn)槲鍌�(gè)環(huán)節(jié):制定目標(biāo)-診斷補(bǔ)償-學(xué)習(xí)導(dǎo)航-知識(shí)總結(jié)-達(dá)標(biāo)測(cè)試;教學(xué)策略為:堅(jiān)持課標(biāo)為源、注重學(xué)生的參與度、強(qiáng)化集體合作、堅(jiān)持虛實(shí)結(jié)合。教學(xué)評(píng)價(jià)從科學(xué)性和針對(duì)性、層次性和遞進(jìn)性、可行性和有效性等三個(gè)方面入手進(jìn)行構(gòu)建。(3)改造后的教學(xué)新模式通過實(shí)踐證明其效果是較為明顯的。
[Abstract]:The latest curriculum reform has put forward the idea of "student-oriented, let students be masters of the classroom", which aims to improve students' independent learning ability and enthusiasm through teaching under the guidance of this idea. Let students through their own exploration, to find and solve problems; Let the students personally participate in the process of producing, developing and summing up the knowledge, and then improve the students' independent learning ability and promote the all-round development of the students. The teaching of learning plan is a new teaching mode under the guidance of the new curriculum reform idea. This new teaching mode has become the first choice in many schools and teachers after the emergence of the new teaching model instead of the record teaching model. Although the application of learning plan teaching mode in teaching has played a certain role in promoting students' independent learning ability and promoting students' all-round development, it has also exposed many problems in the course of implementation. It seriously hinders the further application and development of the teaching mode of learning plan. Based on this, this paper puts forward the research on the current situation of mathematics case teaching in junior high school and the reform of the model. In the research, the problems existing in the present teaching of learning plan are analyzed and studied in detail from three aspects: the preparation of the study plan before class, the implementation of the classroom and the feedback after the class, and on this basis, Combined with relevant teaching theory, a new model of learning plan teaching is constructed, and its practical research is carried out. In the specific research, this article mainly uses the literature analysis method, the interview method, the questionnaire survey method and the case analysis research method to carry on the investigation and the pattern transformation to the study case teaching present situation. The conclusions of the study are as follows: (1) the investigation shows that although the use of learning plan teaching is relatively common in junior high school mathematics teaching practice, there is not a high level of enthusiasm in the use of learning plan teaching. Teachers and students have insufficient participation, teachers and students have poor recognition of the teaching plan. (2) this paper gives the teaching procedure, strategy and evaluation of the new teaching model of mathematics case teaching in junior high school. The teaching procedure consists of five links: making goals, diagnosis compensation, learning navigation, knowledge summing up to meet the requirements of test, and teaching strategies are as follows: insisting on the curriculum standard as the source, paying attention to the participation of students, strengthening collective cooperation, and insisting on the combination of reality and reality. The teaching evaluation is constructed from three aspects: scientific and targeted, hierarchical and progressive, feasibility and effectiveness. (3) the new teaching model after transformation has been proved to be more effective through practice.
【學(xué)位授予單位】：南京師范大學(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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