【摘要】：數(shù)學(xué)體驗教學(xué),就是通過創(chuàng)設(shè)某種情境或組織特定的數(shù)學(xué)活動,引導(dǎo)學(xué)生在親身經(jīng)歷和充分感知的基礎(chǔ)上自主地認識數(shù)學(xué)學(xué)習(xí)對象,獲得情感、行為和認知體驗,促使經(jīng)驗生長的一種教學(xué)方式。自《課程標(biāo)準(zhǔn)(實驗稿)》頒布以來,關(guān)于體驗教學(xué)的研究呈快速增長趨勢,但在學(xué)校的日常教學(xué)實踐中卻并不多見,甚至有人認為這是一種新型的教學(xué)模式。實際上,數(shù)學(xué)體驗教學(xué)是促進學(xué)生發(fā)展基本活動經(jīng)驗的有效途徑,它并不是一種高姿態(tài)的課堂教學(xué)方式,而是回歸到教學(xué)的常態(tài)。本文從理論和實踐兩個方面研究初中數(shù)學(xué)體驗教學(xué)的發(fā)展?fàn)顩r。首先,通過梳理文獻對數(shù)學(xué)體驗教學(xué)的相關(guān)概念進行闡述;其次,利用問卷調(diào)查初中教師對“數(shù)學(xué)體驗”的了解程度和對部分觀念的認可情況;接著,就初中數(shù)學(xué)體驗教學(xué)的實施展開策略研究;最后,通過課堂教學(xué)案例分析策略應(yīng)用的效果。通過調(diào)查初中教師對“數(shù)學(xué)體驗”的認識現(xiàn)狀,得出以下結(jié)論:(1)大多數(shù)教師均認可“直覺—抽象—發(fā)現(xiàn)—推理—評價”這一“數(shù)學(xué)體驗”的基本結(jié)構(gòu),但對“數(shù)學(xué)體驗”的含義、組織形式和價值等觀點的認識仍存在片面性和滯后性。(2)不同教齡段的教師對“數(shù)學(xué)體驗”的了解程度存在差異,隨著教齡的增長,了解程度越深,但無一人表示深入了解并在教學(xué)中實踐。(3)在校園設(shè)施方面,許多學(xué)校都設(shè)有“數(shù)學(xué)文化墻”,但專門的數(shù)學(xué)體驗室較少,即使有也只是偶爾投入使用,還有不少學(xué)校則沒有相關(guān)的設(shè)施。結(jié)合理論研究和實踐調(diào)查結(jié)果,筆者針對數(shù)學(xué)體驗教學(xué)的有效實施提出了二重原則和四項策略。一方面,數(shù)學(xué)體驗教學(xué)的選材不僅要符合學(xué)生的需要,還應(yīng)立足于數(shù)學(xué)的本質(zhì)。另一方面,數(shù)學(xué)體驗教學(xué)的實施策略如下:(1)創(chuàng)設(shè)真實的數(shù)學(xué)情境,促進直覺體驗;(2)設(shè)置啟發(fā)性的數(shù)學(xué)問題,促進抽象體驗;(3)增設(shè)數(shù)學(xué)實驗環(huán)節(jié),促進探究體驗;(4)當(dāng)堂檢測及時評價,促進反思體驗。
[Abstract]:Mathematics experience teaching is to guide students to understand mathematics learning objects independently and obtain emotion, behavior and cognitive experience on the basis of personal experience and full perception by creating certain situations or organizing specific mathematical activities. A teaching method that promotes the growth of experience. Since the promulgation of Curriculum Standard (Experimental draft), the research on experiential teaching has shown a rapid growth trend, but it is rare in the daily teaching practice of schools, and some people even think that this is a new teaching mode. In fact, mathematics experiential teaching is an effective way to promote students to develop basic activity experience. It is not a high-profile classroom teaching method, but returns to the normal state of teaching. This paper studies the development of mathematics experience teaching in junior high school from two aspects of theory and practice. Firstly, the related concepts of mathematics experience teaching are expounded by combing the literature. Secondly, the junior middle school teachers' understanding of "mathematics experience" and the recognition of some concepts are investigated by questionnaire. Then, the implementation of junior high school mathematics experience teaching strategy research; finally, through the classroom teaching case analysis of the effect of strategy application. Through the investigation of the present situation of junior middle school teachers' understanding of "mathematics experience", the following conclusions are drawn: (1) most teachers agree with the basic structure of "intuition-abstraction-discovery-reasoning-evaluation", which is the basic structure of "mathematical experience". However, there are still one-sidedness and lag in the understanding of the meaning, organizational form and value of "mathematical experience". (2) there are differences in the understanding of "mathematical experience" among teachers of different teaching ages, with the increase of teaching age, The deeper the understanding, but none of them have expressed in-depth understanding and practice in teaching. (3) in terms of campus facilities, many schools have "mathematical cultural walls", but there are fewer specialized mathematics experience rooms, even if they are only occasionally put into use. Many other schools do not have the relevant facilities. Combined with the results of theoretical research and practical investigation, the author puts forward two principles and four strategies for the effective implementation of mathematics experience teaching. On the one hand, the selection of mathematics experience teaching should not only meet the needs of students, but also based on the essence of mathematics. On the other hand, the implementation strategies of mathematics experience teaching are as follows: (1) create real mathematical situation and promote intuitive experience; (2) set up enlightening mathematical problems to promote abstract experience; (3) adding mathematical experiment link to promote inquiry experience and (4) timely evaluation in court to promote reflective experience.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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