【摘要】：通過自己的成長經(jīng)歷我發(fā)現(xiàn),農(nóng)村初中學(xué)生的學(xué)習(xí)的自主性相對于城里孩子有很大的不足;我在自己多年的農(nóng)村初中數(shù)學(xué)教育教學(xué)工作中發(fā)現(xiàn),在數(shù)學(xué)學(xué)習(xí)上孩子們存在很多問題,而這些問題歸根結(jié)底是數(shù)學(xué)學(xué)習(xí)自主性不強(qiáng)。由此聯(lián)想到,作為教師的我們是不是也存在自主性不強(qiáng)的問題才會(huì)導(dǎo)致學(xué)生自主性現(xiàn)狀。于是,本文不僅調(diào)查研究分析農(nóng)村初中生在數(shù)學(xué)學(xué)習(xí)上的自主性現(xiàn)狀。而且還對我們農(nóng)村初中數(shù)學(xué)教師自我發(fā)展的自主性以及我們農(nóng)村初中數(shù)學(xué)教師是否采取了有效的手段提高學(xué)生數(shù)學(xué)學(xué)習(xí)的自主性的現(xiàn)狀調(diào)查研究。對于學(xué)生學(xué)習(xí)數(shù)學(xué)的自主性將從自主學(xué)習(xí)數(shù)學(xué)的意愿和自主學(xué)習(xí)數(shù)學(xué)的能力兩個(gè)方面調(diào)查研究。自主學(xué)習(xí)數(shù)學(xué)的意愿包括有意愿學(xué)好數(shù)學(xué),并且能夠?yàn)榇硕掷m(xù)努力。自主學(xué)習(xí)數(shù)學(xué)的能力包括制定學(xué)習(xí)計(jì)劃的能力、預(yù)習(xí)的能力、有效聽課的能力、高效作業(yè)的能力、解決問題的能力、改錯(cuò)的能力、認(rèn)知自己的能力。數(shù)學(xué)教師自我發(fā)展的自主性將從數(shù)學(xué)教師自我發(fā)展的意愿和自我發(fā)展的能力兩個(gè)方面調(diào)查研究。數(shù)學(xué)教師自我發(fā)展的意愿包括有意愿成為更好的數(shù)學(xué)教師和能夠?yàn)榇硕掷m(xù)努力。數(shù)學(xué)教師自我發(fā)展的能力包括制定專業(yè)成長計(jì)劃的能力、設(shè)計(jì)備課的能力、上課的能力、課后反思自己教學(xué)的能力、改進(jìn)教學(xué)中存在問題的能力、收集并處理信息的能力。數(shù)學(xué)教師培養(yǎng)學(xué)生的自主性又從激發(fā)學(xué)生數(shù)學(xué)學(xué)習(xí)的興趣、培養(yǎng)學(xué)生學(xué)習(xí)數(shù)學(xué)的毅力、發(fā)展學(xué)生的自主學(xué)習(xí)數(shù)學(xué)的能力三方面調(diào)查研究。其中,自主學(xué)習(xí)數(shù)學(xué)的能力包括制定學(xué)習(xí)計(jì)劃的能力、預(yù)習(xí)的能力、有效聽課的能力、高效作業(yè)的能力、解決問題的能力、改錯(cuò)的能力、認(rèn)知自己的能力。本文從以上設(shè)計(jì)所要研究的問題出發(fā),通過問卷調(diào)查法、訪談法、觀察法、統(tǒng)計(jì)分析法、文獻(xiàn)閱讀法來調(diào)查研究目前農(nóng)村初中學(xué)生學(xué)習(xí)數(shù)學(xué)的自主性、數(shù)學(xué)教師自我發(fā)展的自主性和數(shù)學(xué)教師培養(yǎng)學(xué)生數(shù)學(xué)學(xué)習(xí)自主性三個(gè)方面,希望能夠發(fā)現(xiàn)我們農(nóng)村初中在數(shù)學(xué)教與學(xué)中存在的問題,并且在此基礎(chǔ)上能夠闡明一些解決問題的辦法。最后通過幾個(gè)典型的案例分析目前存在狀況如何解決。
[Abstract]:Through my own growth experience, I find that the autonomy of rural junior middle school students is not enough compared with the urban children. In my own rural junior middle school mathematics education and teaching work for many years, I found that there are many problems in mathematics learning, and these problems in the final analysis are that mathematics learning autonomy is not strong. It is thought that, as teachers, we also have the problem of weak autonomy, which will lead to the present situation of students' autonomy. Therefore, this paper not only investigates and analyzes the autonomy of rural junior high school students in mathematics learning. Moreover, it also investigates the autonomy of our rural junior middle school mathematics teachers' self-development and whether our rural junior middle school mathematics teachers have taken effective means to improve the autonomy of students' mathematics learning. Students' autonomy in learning mathematics will be investigated from two aspects: the willingness to learn mathematics independently and the ability to learn mathematics independently. The willingness to learn mathematics on its own includes the willingness to learn mathematics well and the ability to make sustained efforts to do so. The ability to learn mathematics independently includes the ability to make learning plans, the ability to prepare, the ability to listen effectively, the ability to work efficiently, the ability to solve problems, the ability to correct mistakes, and the ability to recognize yourself. The autonomy of mathematics teachers' self-development will be investigated and studied from two aspects: the willingness of mathematics teachers to develop themselves and the ability of self-development. The willingness of mathematics teachers to develop themselves includes the willingness to become a better mathematics teacher and the ability to make sustained efforts to do so. The ability of mathematics teachers to develop themselves includes the ability to make professional growth plans, the ability to design lesson preparation, the ability to attend classes, the ability to reflect on their own teaching after class, the ability to improve the ability of teaching problems, and the ability to collect and process information. Mathematics teachers cultivate students' autonomy from three aspects: arousing students' interest in mathematics learning, cultivating students' perseverance in learning mathematics, and developing students' ability to learn mathematics independently. Among them, the ability of autonomous learning mathematics includes the ability to make learning plan, the ability to prepare, the ability to listen effectively, the ability to work efficiently, the ability to solve problems, the ability to correct mistakes, and the ability to recognize oneself. Starting from the problems to be studied in the above design, this paper investigates and studies the autonomy of rural junior middle school students in learning mathematics by means of questionnaire survey, interview, observation, statistical analysis and literature reading. The autonomy of mathematics teachers' self-development and the cultivation of students' mathematics learning autonomy by mathematics teachers hope to find out the problems existing in mathematics teaching and learning in our rural junior middle school. And on this basis, we can clarify some solutions to the problem. Finally, through several typical cases to analyze how to solve the existing situation.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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