當(dāng)前初中生空間能力特征研究
發(fā)布時間：2019-05-08 07:45
【摘要】：新課改將空間能力的培養(yǎng)作為初中數(shù)學(xué)新課程的核心內(nèi)容之一。隨著課改的深化,十幾年來學(xué)生層面的情況不斷變化,促使幾何課程的教與學(xué)都產(chǎn)生了巨大的變化,加上初中階段正是學(xué)生從直覺思維轉(zhuǎn)向邏輯思維的關(guān)鍵階段,是人空間能力發(fā)展的重要時期,因此,筆者認(rèn)為,對當(dāng)前初中生空間能力的特征進(jìn)行研究,找出在不同學(xué)段、不同層次、不同性別、不同地域之間學(xué)生空間能力的各自特點(diǎn)和水平層次,對于下一步指導(dǎo)初中教師進(jìn)行幾何教學(xué),在教學(xué)中培養(yǎng)學(xué)生的空間能力都有著重要意義。本文分為五個部分:第一部分主要闡述了問題提出的背景,我國目前初中生空間能力發(fā)展水平的要求和缺陷,和本文研究的意義;第二部分主要研究了空間能力的界定、結(jié)構(gòu)要素和水平層次;第三部分通過調(diào)查問卷,對不同學(xué)段、不同層次、不同性別和不同地域的初中生空間能力的特征進(jìn)行分析;第四部分根據(jù)分析結(jié)果提出教學(xué)建議和教學(xué)策略;第五部分通過教學(xué)實(shí)踐反饋意見和策略是否有效。在本研究中,筆者發(fā)現(xiàn)當(dāng)前關(guān)于初中生空間能力的特征和水平層次劃分,得到諸多國家的關(guān)注,而我國的標(biāo)準(zhǔn)層次呈現(xiàn)尚不夠清晰明確,缺乏可操作的指導(dǎo),在參考其他國家的課程標(biāo)準(zhǔn)后,發(fā)現(xiàn)中國的課程標(biāo)準(zhǔn)存在一定的模糊性和概括性,因此本文的研究內(nèi)容中當(dāng)前空間能力的界定、結(jié)構(gòu)要素和水平層次運(yùn)用了國外的相關(guān)標(biāo)準(zhǔn)。在相同的結(jié)構(gòu)要素和水平層次下,不同學(xué)段、層次、性別、地域的學(xué)生表現(xiàn)出來的空間能力的特征有所不同,筆者通過編制能夠反映目前我國初中生結(jié)構(gòu)要素和水平層次的問卷和試題,在不同地市不同學(xué)區(qū)進(jìn)行抽樣調(diào)查采集數(shù)據(jù),分析數(shù)據(jù)后嘗試去發(fā)現(xiàn)這些特征中的共性和差異,比如不同層次學(xué)生水平層次差異逐漸拉大,男女生差異主要集中空間概念能力、空間表象能力等方面,城市學(xué)生與農(nóng)村學(xué)生在解題的方法的多樣性和幾何原理的規(guī)范性上存在差異等等。通過分析這些差異,筆者從轉(zhuǎn)變觀念、需要關(guān)注培養(yǎng)的能力、抓好基本功、如何培養(yǎng)空間觀念等方面提出了相關(guān)教學(xué)建議和教學(xué)策略,通過與任課教師交流,在教學(xué)中注意滲透提出的教學(xué)建議和策略,觀察學(xué)生的課堂反應(yīng)和課堂活動效果,由任課教師撰寫課堂教學(xué)案例和實(shí)錄反饋所提出建議的合理性和策略的有效性。希望通過本文的研究,能對今后初中一線教師培養(yǎng)和發(fā)展學(xué)生的空間能力起到幫助。
[Abstract]:The new curriculum reform regards the cultivation of spatial ability as one of the core contents of the new mathematics curriculum in junior middle school. With the deepening of the curriculum reform, the situation of students has changed continuously in the past ten years, which has led to great changes in the teaching and learning of geometry curriculum. In addition, the junior high school stage is the key stage for students to change from intuitive thinking to logical thinking. It is an important period for the development of human spatial ability. Therefore, the author thinks that the characteristics of spatial ability of junior middle school students are studied and found out in different stages, different levels and different sexes. The characteristics and level levels of students' spatial ability between different regions are of great significance for guiding junior middle school teachers to carry on geometry teaching and cultivating students' spatial ability in teaching. This paper is divided into five parts: the first part mainly expounds the background of the problem, the requirements and defects of the development level of the space ability of junior high school students in our country, and the significance of this research; The second part mainly studies the definition, structural elements and level of spatial ability, and the third part analyzes the characteristics of spatial capability of junior middle school students in different school segments, different levels, different gender and different regions through the questionnaire, and the third part analyzes the characteristics of spatial ability of junior high school students in different stages, different levels, different gender and different regions through the questionnaire. The fourth part puts forward the teaching suggestion and the teaching strategy according to the analysis result, and the fifth part whether the feedback and strategy is effective through the teaching practice. In this study, the author found that the current characteristics and levels of spatial ability of junior high school students have attracted the attention of many countries. However, the standard level of our country is not clear enough and lack of operational guidance. After referring to the curriculum standards of other countries, it is found that the curriculum standards in China have certain fuzziness and generality. Therefore, the definition, structural elements and level levels of the current spatial capabilities in the research contents of this paper use the relevant standards of foreign countries. At the same structural elements and levels, students in different segments, levels, gender, and regions have different characteristics of their spatial abilities. By compiling questionnaires and questions which can reflect the structural elements and levels of junior high school students in China, the author collects data from sampling surveys in different districts and cities, and tries to find out the commonalities and differences in these characteristics after analyzing the data. For example, the differences in the levels of students at different levels are gradually widening, and the differences between boys and girls mainly focus on the ability of spatial concepts and the ability of spatial representation, and so on. There are differences between urban students and rural students in the diversity of problem solving methods and the standardization of geometric principles and so on. Through the analysis of these differences, the author puts forward some teaching suggestions and teaching strategies from the aspects of changing ideas, paying attention to the cultivation of ability, grasping the basic skills, how to cultivate the concept of space, and so on. Pay attention to infiltrate the teaching suggestions and strategies put forward in the teaching, observe the students' classroom reaction and the effect of classroom activities, and the rationality and effectiveness of the strategies put forward by the teacher writing the classroom teaching case and recording feedback. It is hoped that this study can help the junior middle school teachers to cultivate and develop the students' spatial ability in the future.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6
，
本文編號：2471728
[Abstract]:The new curriculum reform regards the cultivation of spatial ability as one of the core contents of the new mathematics curriculum in junior middle school. With the deepening of the curriculum reform, the situation of students has changed continuously in the past ten years, which has led to great changes in the teaching and learning of geometry curriculum. In addition, the junior high school stage is the key stage for students to change from intuitive thinking to logical thinking. It is an important period for the development of human spatial ability. Therefore, the author thinks that the characteristics of spatial ability of junior middle school students are studied and found out in different stages, different levels and different sexes. The characteristics and level levels of students' spatial ability between different regions are of great significance for guiding junior middle school teachers to carry on geometry teaching and cultivating students' spatial ability in teaching. This paper is divided into five parts: the first part mainly expounds the background of the problem, the requirements and defects of the development level of the space ability of junior high school students in our country, and the significance of this research; The second part mainly studies the definition, structural elements and level of spatial ability, and the third part analyzes the characteristics of spatial capability of junior middle school students in different school segments, different levels, different gender and different regions through the questionnaire, and the third part analyzes the characteristics of spatial ability of junior high school students in different stages, different levels, different gender and different regions through the questionnaire. The fourth part puts forward the teaching suggestion and the teaching strategy according to the analysis result, and the fifth part whether the feedback and strategy is effective through the teaching practice. In this study, the author found that the current characteristics and levels of spatial ability of junior high school students have attracted the attention of many countries. However, the standard level of our country is not clear enough and lack of operational guidance. After referring to the curriculum standards of other countries, it is found that the curriculum standards in China have certain fuzziness and generality. Therefore, the definition, structural elements and level levels of the current spatial capabilities in the research contents of this paper use the relevant standards of foreign countries. At the same structural elements and levels, students in different segments, levels, gender, and regions have different characteristics of their spatial abilities. By compiling questionnaires and questions which can reflect the structural elements and levels of junior high school students in China, the author collects data from sampling surveys in different districts and cities, and tries to find out the commonalities and differences in these characteristics after analyzing the data. For example, the differences in the levels of students at different levels are gradually widening, and the differences between boys and girls mainly focus on the ability of spatial concepts and the ability of spatial representation, and so on. There are differences between urban students and rural students in the diversity of problem solving methods and the standardization of geometric principles and so on. Through the analysis of these differences, the author puts forward some teaching suggestions and teaching strategies from the aspects of changing ideas, paying attention to the cultivation of ability, grasping the basic skills, how to cultivate the concept of space, and so on. Pay attention to infiltrate the teaching suggestions and strategies put forward in the teaching, observe the students' classroom reaction and the effect of classroom activities, and the rationality and effectiveness of the strategies put forward by the teacher writing the classroom teaching case and recording feedback. It is hoped that this study can help the junior middle school teachers to cultivate and develop the students' spatial ability in the future.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6
，
本文編號：2471728
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