【摘要】：在素質(zhì)教育理念和新課標(biāo)的指導(dǎo)下,無論是教師還是學(xué)生都應(yīng)接受更新更高的要求。學(xué)生是學(xué)習(xí)的主人,課堂的主體。相應(yīng)的也就對教師的教學(xué)提出了更多更高的要求。教師在教學(xué)時,不但要培養(yǎng)學(xué)生學(xué)習(xí)的主人翁意識,還要培養(yǎng)他們的自主能力、自學(xué)能力。傳統(tǒng)的“填鴨式”教學(xué)方式已經(jīng)不再適合當(dāng)下的教學(xué)理念。目前,為適應(yīng)新形勢新要求,大力提高教育教學(xué)質(zhì)量,全國各省市地區(qū)都進(jìn)行教學(xué)改革。諸如“三段八環(huán)節(jié)”教學(xué)模式,“翻轉(zhuǎn)課堂”,“二二三”教學(xué)模式等。在轟轟烈烈的教改浪潮中,筆者結(jié)合自己十多年的教學(xué)經(jīng)驗,就初中數(shù)學(xué)閱讀理解題的教學(xué)及相關(guān)問題提出了自己的看法,并嘗試著進(jìn)行自己的探索研究。隨著社會的發(fā)展,現(xiàn)代科技日新月異的變化并進(jìn)步,各種各樣數(shù)字化的東西日益進(jìn)入我們的社會,充斥著我們的生活。越來越多文字表達(dá)都選用簡明扼要的數(shù)字語言來描述。這對我們的閱讀理解能力,特別是數(shù)學(xué)閱讀理解能力提出了更高的要求。如果你還停留在只會算題,解題的層面,而不會讀數(shù)學(xué),讀不懂?dāng)?shù)學(xué),那么你就“out”了。因此注重培養(yǎng)學(xué)生的閱讀理解能力對提高學(xué)生的數(shù)學(xué)素養(yǎng)有極高的教育價值。當(dāng)今社會,無論是學(xué)生還是家長都習(xí)慣性的認(rèn)為,閱讀只有在語文、英語等文科學(xué)科中才會出現(xiàn),數(shù)學(xué)不需要閱讀,只要記住公式,定義,定理,法則等就行。由于這種片面認(rèn)識,導(dǎo)致學(xué)生對數(shù)學(xué)閱讀理解題不加重視。由此導(dǎo)致以下現(xiàn)象出現(xiàn):聽數(shù)學(xué)閱讀教學(xué)隨隨便便,精力不集中,一切依賴于老師;做數(shù)學(xué)閱讀理解題不認(rèn)真,理解不了題意,甚至連題都讀不懂。而在每年中考和初中各年級的數(shù)學(xué)練習(xí)題中,數(shù)學(xué)閱讀理解題已成為試卷中的必考題目,但學(xué)生們的正確率卻非常低。根據(jù)以上情況,筆者提出對初中數(shù)學(xué)閱讀理解題的教學(xué)研究并認(rèn)為這是一項十分有意義的研究。初中生們通過對數(shù)學(xué)閱讀理解題的學(xué)習(xí)不但可以提高閱讀能力,提高自主學(xué)習(xí)的能力,提高學(xué)生的學(xué)習(xí)成績,提高教師的教學(xué)質(zhì)量。還可以使學(xué)生對基礎(chǔ)知識的掌握更加牢固并有助于學(xué)生多種能力的培養(yǎng)。通過查閱各種文獻(xiàn),筆者對國內(nèi)外對此課題的現(xiàn)狀進(jìn)行了詳細(xì)分析,對近幾年考試中相關(guān)數(shù)學(xué)閱讀理解題題型進(jìn)行了分析,對學(xué)生做數(shù)學(xué)閱讀理解題的錯誤進(jìn)行了分析,然后結(jié)合自己的教學(xué)實際提出了一些教學(xué)策略并用以教學(xué)平時教學(xué)中,得到了一些較好的教學(xué)成果。綜上所述,提出了“初中數(shù)學(xué)閱讀理解題的教學(xué)策略研究”這一課題。
[Abstract]:Under the guidance of the idea of quality-oriented education and the new curriculum standard, both teachers and students should accept higher requirements for renewal. The student is the master of the study, the main body of the classroom. Corresponding to the teacher's teaching put forward more and higher requirements. In teaching, teachers should not only cultivate students' sense of ownership in learning, but also cultivate their autonomous ability and self-study ability. The traditional "feeding-duck" teaching method is no longer suitable for the current teaching concept. At present, in order to adapt to the new situation and new requirements, and to improve the quality of education and teaching, all the provinces, cities and regions of the country have carried out teaching reform. Such as "three segments and eight links" teaching mode, "flipping classroom", "two, three" teaching mode and so on. In the vigorous tide of teaching reform, the author, combined with more than ten years' teaching experience, puts forward his own views on the teaching and related problems of reading comprehension problems in junior high school mathematics, and tries to carry on his own exploration and research. With the development of society and the rapid change and progress of modern science and technology, all kinds of digitalized things enter our society day by day, which is full of our life. More and more words are expressed in concise digital language. This puts forward higher requirement to our reading comprehension ability, especially mathematics reading comprehension ability. If you stay at the problem-solving level, not the math, you can't read the math, then you're "out". Therefore, it is of great educational value to cultivate students' reading comprehension ability to improve their mathematics literacy. In today's society, both students and parents are accustomed to think that reading can only occur in Chinese, English and other liberal arts disciplines, mathematics does not need to read, as long as remember formulas, definitions, theorems, rules and so on. As a result of this kind of one-sided understanding, causes the student to the mathematics reading comprehension question not to attach importance to. This led to the following phenomena: listening to the teaching of mathematical reading is casual, energy is not focused, everything depends on the teacher; do mathematical reading comprehension problems are not serious, can not understand the meaning of the problem, or even the problem can not read. In the mathematics exercises of the middle school entrance examination and junior high school every year, the mathematics reading comprehension question has become the compulsory examination question in the test paper, but the students' correct rate is very low. According to the above situation, the author puts forward the teaching research of mathematics reading comprehension problem in junior high school, and thinks it is a very meaningful research. Junior high school students can not only improve reading ability, autonomous learning ability, improve students' academic achievement, but also improve teachers' teaching quality by learning mathematical reading comprehension questions. It can also help students to master the basic knowledge more firmly and help students to cultivate a variety of abilities. By consulting all kinds of documents, the author makes a detailed analysis of the current situation of this subject at home and abroad, analyzes the types of relevant mathematical reading comprehension questions in recent years, and analyzes the errors of students in doing mathematical reading comprehension questions. Then some teaching strategies are put forward in combination with their own teaching practice, and some good teaching results are obtained in teaching in peacetime. To sum up, this paper puts forward the teaching strategy research of mathematics reading comprehension problem in junior high school.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

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