【摘要】：新一輪課程改革的實(shí)施，使學(xué)生的學(xué)習(xí)方式由被動(dòng)學(xué)習(xí)向主動(dòng)學(xué)習(xí)發(fā)生了改變；基礎(chǔ)教育課程改革和課程標(biāo)準(zhǔn)中也反復(fù)提及學(xué)生自主學(xué)習(xí)的重要性，對(duì)自主學(xué)習(xí)的呼喚和期待溢于言表。本文主要運(yùn)用文獻(xiàn)研究法、調(diào)查研究法和行動(dòng)研究法等方法，對(duì)培養(yǎng)高中生的數(shù)學(xué)自主學(xué)習(xí)能力進(jìn)行調(diào)查，對(duì)其相關(guān)問(wèn)題進(jìn)行了研究，并據(jù)此給出了教師如何指導(dǎo)和幫助學(xué)生在課內(nèi)以及課外進(jìn)行數(shù)學(xué)自主學(xué)習(xí)的策略和途徑。 本文研究主要分四個(gè)部分，第一部分對(duì)自主學(xué)習(xí)的國(guó)內(nèi)外研究現(xiàn)狀進(jìn)行綜述，提出應(yīng)培養(yǎng)高中生的數(shù)學(xué)自主學(xué)習(xí)能力。通過(guò)文獻(xiàn)分析，對(duì)自主學(xué)習(xí)的概念進(jìn)行了界定，并概括了自主學(xué)習(xí)及高中生的數(shù)學(xué)自主學(xué)習(xí)特征及理論基礎(chǔ)。 第二部分通過(guò)對(duì)學(xué)生的問(wèn)卷調(diào)查和對(duì)師生的訪(fǎng)談等方式，了解當(dāng)前我校學(xué)生數(shù)學(xué)自主學(xué)習(xí)的情況以及教師對(duì)數(shù)學(xué)自主學(xué)習(xí)的認(rèn)識(shí)與實(shí)施，并對(duì)影響高中數(shù)學(xué)自主學(xué)習(xí)能力的內(nèi)、外部因素進(jìn)行了分析。從中發(fā)現(xiàn)大多數(shù)學(xué)生仍然習(xí)慣于被動(dòng)接受的學(xué)習(xí)方式，不愿意或沒(méi)有主動(dòng)參與學(xué)習(xí)的意識(shí)和習(xí)慣，數(shù)學(xué)教學(xué)的主要方法仍然是教師講授為主。 第三部分主要解決調(diào)查問(wèn)卷和訪(fǎng)談中發(fā)現(xiàn)的問(wèn)題，探索指導(dǎo)和幫助學(xué)生進(jìn)行數(shù)學(xué)自主學(xué)習(xí)的策略和途徑。高中數(shù)學(xué)教師要注重提高自身素質(zhì)、樹(shù)立全新的教育理念，通過(guò)在課內(nèi)創(chuàng)設(shè)多種情境、加強(qiáng)學(xué)法指導(dǎo)、采取適當(dāng)?shù)慕虒W(xué)形式、因材施教分層教學(xué)以及實(shí)施合理的評(píng)價(jià)機(jī)制等方式來(lái)培養(yǎng)學(xué)生的自主學(xué)習(xí)能力，，同時(shí)探索出在課外通過(guò)預(yù)習(xí)看書(shū)、發(fā)揮例題和習(xí)題的作用、探究合作交流、學(xué)生自主出題、布置有價(jià)值的作業(yè)和學(xué)生自我反思等培養(yǎng)學(xué)生數(shù)學(xué)自主學(xué)習(xí)能力的策略。篩選了兩個(gè)本人教學(xué)中培養(yǎng)學(xué)生數(shù)學(xué)自主學(xué)習(xí)能力的典型案例，以體現(xiàn)以上策略的實(shí)施。 最后部分對(duì)高中生數(shù)學(xué)自主學(xué)習(xí)能力培養(yǎng)的研究得出了相應(yīng)結(jié)論，并提出了本人的研究不足和展望。
[Abstract]:The implementation of a new round of curriculum reform has changed students' learning style from passive learning to active learning. The importance of autonomous learning is also mentioned repeatedly in the curriculum reform and curriculum standard of basic education. This article mainly uses the literature research method, the investigation research method and the action research method and so on, carries on the investigation to the high school student's mathematics autonomous learning ability, has carried on the research to its related question. On the basis of this, the strategies and ways for teachers to guide and help students to carry out autonomous learning in and out of class are given. This paper is divided into four parts. The first part summarizes the current situation of autonomous learning at home and abroad, and puts forward that high school students should be trained in mathematics autonomous learning ability. Through literature analysis, the concept of autonomous learning is defined, and the characteristics and theoretical basis of autonomous learning and mathematics autonomous learning of senior high school students are summarized. The second part through the questionnaire survey to the students and the interview with the teachers and students to understand the current situation of autonomous learning of mathematics in our school and teachers' understanding and implementation of autonomous learning of mathematics, and the impact on the ability of senior high school mathematics autonomous learning. External factors were analyzed. It is found that the majority of students are still used to passive learning, unwilling or not actively involved in learning consciousness and habit, and the main method of mathematics teaching is still teaching by teachers. The third part mainly solves the problems found in the questionnaire and interviews, and explores the strategies and ways to guide and help students to learn mathematics autonomously. High school mathematics teachers should pay attention to improve their own quality, set up a new educational concept, through the creation of a variety of situations in class, strengthen the guidance of learning methods, take appropriate teaching form, In order to cultivate students' autonomous learning ability through teaching and stratified teaching according to their aptitude and carrying out reasonable evaluation mechanism, this paper explores how to develop the function of examples and exercises, to explore cooperation and exchange, and to develop students' autonomous learning ability by reading books after class, giving full play to the role of examples and exercises, and exploring cooperation and communication among students. Assign valuable homework and self-reflection strategies to cultivate students' autonomous learning ability in mathematics. Two typical cases of cultivating students' autonomous learning ability in mathematics teaching are selected to reflect the implementation of the above strategies. In the last part, the author draws some conclusions about the cultivation of mathematics autonomous learning ability of senior high school students, and puts forward his research deficiency and prospect.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G633.6

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