【摘要】：作為解題的一個(gè)重要的環(huán)節(jié),解題反思不僅能促進(jìn)學(xué)生對(duì)知識(shí)的理解,而且能提高學(xué)生的思維能力和知識(shí)網(wǎng)絡(luò)的構(gòu)建能力。但在實(shí)際的教學(xué)過程中,由于教師教學(xué)任務(wù)繁重,學(xué)生課業(yè)負(fù)擔(dān)較多,學(xué)生很少有時(shí)間在教師的指導(dǎo)下去進(jìn)行解題反思。因此在高中教學(xué)中,解題反思成為學(xué)生學(xué)習(xí)的一個(gè)極其薄弱的環(huán)節(jié)。本文主要圍繞解題反思研究現(xiàn)狀、解題反思理論基礎(chǔ)、本校解題反思現(xiàn)狀、解題反思內(nèi)容與策略及解題反思指導(dǎo)實(shí)踐等方面進(jìn)行研究。首先本研究進(jìn)行大量的資料查詢,對(duì)解題反思的概況進(jìn)行分析。其次,本研究選取研究者所在學(xué)校的高二年級(jí)全體學(xué)生為對(duì)象進(jìn)行問卷調(diào)查,并根據(jù)所收集的有效數(shù)據(jù),對(duì)高中時(shí)解題反思現(xiàn)狀進(jìn)行數(shù)據(jù)分析。第三、本研究以建構(gòu)主義、元認(rèn)知為理論基礎(chǔ),明確解題反思包含對(duì)題目信息獲取及運(yùn)用的反思還包括對(duì)解題反思的過程中的思維變化的反思。第四、本研究提出學(xué)生解題反思策略:例題精選策略、歸納整理策略、變式延伸策略。還提出相應(yīng)的解題反思指導(dǎo)策略:樹立正確的反思觀策略、重視解題教學(xué)的針對(duì)性策略,課堂例題呈現(xiàn)的多樣性策略、課堂內(nèi)外的交流策略等。第五、選取實(shí)驗(yàn)班與對(duì)照班進(jìn)行教學(xué)實(shí)踐探索與研究,并對(duì)后測成績進(jìn)行分析。實(shí)踐證明解題反思指導(dǎo)策略及解題反思學(xué)習(xí)策略對(duì)提高班級(jí)的平均分有很大的促進(jìn)作用;通過對(duì)實(shí)驗(yàn)班的學(xué)生進(jìn)行問卷調(diào)查及學(xué)生的解題反思本狀況進(jìn)行分析得出以下結(jié)論:通過解題反思指導(dǎo)及解題反思學(xué)習(xí),大部分同學(xué)的題習(xí)慣、數(shù)學(xué)學(xué)習(xí)興趣及學(xué)生的表達(dá)能力都有很大的提高。從而驗(yàn)證了解題反思性指導(dǎo)策略及解題反思學(xué)習(xí)策略的有效性。
[Abstract]:As an important part of solving problems, problem-solving reflection can not only promote students' understanding of knowledge, but also improve their ability of thinking and constructing knowledge network. However, in the actual teaching process, due to the heavy teaching tasks of the teachers and the heavy burden of the students' work, the students have little time to reflect on the problems under the guidance of the teachers. Therefore, in high school teaching, problem-solving reflection has become a very weak link for students to learn. This paper mainly focuses on the present situation of the problem-solving reflection, the theoretical basis of the problem-solving reflection, the present situation of the problem-solving reflection in our school, the content and strategy of the problem-solving reflection, and the guiding practice of the problem-solving introspection and so on. First of all, this research carries on a large number of data query, to solve the question introspection general situation to carry on the analysis. Secondly, this research selects all the high school students in the research school as the object to carry on the questionnaire investigation, and according to the valid data collected, carries on the data analysis to the high school problem-solving reflection present situation. Thirdly, based on the theory of constructivism and metacognition, it is clear that the problem-solving reflection includes the reflection on the acquisition and application of the problem information, and also the reflection on the change of thinking in the process of the problem-solving reflection. Fourthly, this study puts forward students' reflection strategies: example selection strategy, induction strategy and variant extension strategy. It also puts forward the corresponding guiding strategies for problem-solving reflection: setting up correct reflection strategies, paying attention to the targeted strategies of problem-solving teaching, diversity strategies presented by class examples, communication strategies inside and outside the classroom, and so on. Fifthly, select the experimental class and the control class to explore and study the teaching practice, and analyze the results of the post-test. Practice has proved that the guiding strategy of problem-solving reflection and the learning strategy of problem-solving introspection have a great promoting effect on improving the average score of class. Through the questionnaire survey of the students in the experimental class and the analysis of the situation of the students' problem-solving reflection, the following conclusions are drawn: through the guidance of the problem-solving reflection and the problem-solving introspection learning, most of the students' problem-solving habits, Students' interest in mathematics learning and their ability to express themselves have been greatly improved. So as to verify the effectiveness of problem-solving reflective guidance strategy and problem-solving reflective learning strategy.
【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

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 曹瑜;中學(xué)生數(shù)學(xué)解題心理性錯(cuò)誤的成因與對(duì)策研究[D];鞍山師范學(xué)院;2018年

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本文編號(hào)：2466046