【摘要】：隨著計算機時代的全面來臨,信息技術也給數(shù)學教學帶來了新的發(fā)展和新的模式.信息技術和數(shù)學教學的整合,既能促使數(shù)學教學不斷地優(yōu)化,又能發(fā)展學生的信息技術能力,達到雙贏的效果.在數(shù)學教學上,幾何畫板以其強大的作圖功能,不僅對教師的教學起到了很好的輔助作用,而且還有利于學生展開課后數(shù)學問題的研究,引起了人們的關注.所以筆者對如何使幾何畫板更好地和初中數(shù)學教學進行整合,進行了研究.本文一共分為五大部分.第一部分介紹研究背景,提出研究的問題.通過查閱國內(nèi)外文獻,確立了大體研究方向:針對于幾何畫板如何輔助人教版教材進行教學,完成一個相關的課題梳理和案例研究工作.第二部分是理論綜述,在對信息技術與數(shù)學教學整合的相關概念進行界定后,確立了本文的兩大基礎:幾何畫板的強大輔助教學功能和相關教育理論的支撐和指導.第三部分重點闡述了幾何畫板整合初中數(shù)學教學的思路,分別從運用幾何畫板進行概念定理教學、運用幾何畫板進行函數(shù)教學、運用幾何畫板進行實驗課教學、巧用幾何畫板實現(xiàn)變式教學這四個方面,結合人教版教材,對如何利用幾何畫板整合初中數(shù)學教學進行了思路梳理,本文一共完成了 23個課題的梳理和5個教學課例的實踐分析.第四部分是實驗結果與分析,對兩個班的教學成績和關于幾何畫板的問卷調(diào)查結果進行分析.結果表明絕大多數(shù)學生很喜歡教師用幾何畫板上課,認為幾何畫板可以提升他們對數(shù)學的興趣和自主學習動力,合理地利用幾何畫板整合初中數(shù)學教學還是很有優(yōu)勢的.第五部分是總結和展望,總結全文并對如何利用幾何畫板整合數(shù)學教學提出了幾點建議.本研究旨在給教師提供利用幾何畫板整合初中數(shù)學教學的新思路,促進幾何畫板在數(shù)學教學中發(fā)揮更大的作用,讓幾何畫板能成為教師進行數(shù)學教學的好幫手,學生進行研究數(shù)學問題的平臺.
[Abstract]:With the advent of the computer age, information technology has brought new development and new mode to mathematics teaching. The integration of information technology and mathematics teaching can not only promote mathematics teaching to be optimized continuously, but also develop students' information technology ability to achieve win-win results. In mathematics teaching, geometry drawing board, with its powerful drawing function, not only plays a very good role in the teaching of teachers, but also helps students to carry out the study of mathematics problems after class, which has aroused people's attention. So the author has carried on the research to how to make the geometry drawing board better integrate with the junior middle school mathematics teaching. This article is divided into five parts. The first part introduces the background of the research and puts forward the research problems. By consulting the domestic and foreign documents, the general research direction is established: how to teach the teaching materials of how to help students with geometric drawing boards to complete a related task carding and case study. The second part is a theoretical review. After defining the concepts related to the integration of information technology and mathematics teaching, the two foundations of this paper are established: the powerful auxiliary teaching function of the geometry drawing board and the support and guidance of the relevant educational theories. The third part focuses on the thinking of integrating geometry drawing board into junior middle school mathematics teaching, from the teaching of concept theorem by geometry drawing board, function teaching by geometry drawing board, experiment teaching by geometry drawing board, and experiment teaching by geometry drawing board. In the light of the teaching materials of people's Education Edition, this paper tries to sort out how to integrate junior high school mathematics teaching with geometric sketchboards in four aspects, that is, how to realize variant teaching by using geometric sketchboards. This paper has completed a total of 23 topics and 5 teaching examples of practical analysis. The fourth part is the experimental results and analysis of the teaching results of the two classes and the results of a questionnaire survey on geometric drawing boards. The results show that most of the students like to teach with the drawing board of geometry. They think that the drawing board of geometry can enhance their interest in mathematics and the motivation of their own study, and it is very advantageous to integrate mathematics teaching with the drawing board of geometry in junior high school reasonably. The fifth part is the summary and prospect, summarizes the full text and puts forward some suggestions on how to integrate mathematics teaching with geometry drawing board. The purpose of this study is to provide teachers with a new idea of integrating mathematics teaching in junior high school by using geometry drawing board, and to promote geometry drawing board to play a greater role in mathematics teaching, so that geometry drawing board can become a good helper for teachers to carry out mathematics teaching. A platform for students to study mathematical problems.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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