【摘要】：高中生數(shù)學(xué)說題活動(dòng)作為一種富有新意的教學(xué)方式,通過讓學(xué)生表達(dá)自己動(dòng)態(tài)思考的過程,展現(xiàn)學(xué)生“活”的思維,對(duì)培養(yǎng)高中生的邏輯思維能力及批判、反思意識(shí)具有重要現(xiàn)實(shí)意義。同時(shí)高中生數(shù)學(xué)說題是通過學(xué)生說代替教師說,改變了傳統(tǒng)教學(xué)模式中師生間的交互方式,實(shí)現(xiàn)了對(duì)傳統(tǒng)教學(xué)模式的革新。首先,本文對(duì)高中生數(shù)學(xué)說題活動(dòng)進(jìn)行了大量的理論研究。通過廣泛查閱文獻(xiàn),介紹了高中生數(shù)學(xué)說題活動(dòng)的研究背景;探討了高中生數(shù)學(xué)說題活動(dòng)的含義、研究現(xiàn)狀和教育功能;總結(jié)了高中生數(shù)學(xué)說題活動(dòng)的具體操作,包括說題的內(nèi)容和說題的形式兩個(gè)方面:高中生數(shù)學(xué)說題內(nèi)容包括說題源題意、說解題策略與思路方法、說規(guī)范解題步驟、說反思回顧;高中生數(shù)學(xué)說題的形式包括教師引導(dǎo)互說、小組合作討論說、主講辯論說三種形式。同時(shí),以建構(gòu)主義、語言與思維相互促進(jìn)的辯證關(guān)系理論、波利亞解題思想理論為支撐,為后續(xù)的研究奠定了堅(jiān)實(shí)的理論基礎(chǔ)。接著,本文對(duì)高中生數(shù)學(xué)說題活動(dòng)展開了全面的調(diào)查與訪談研究。一方面,對(duì)明湖中學(xué)普通班276位學(xué)生進(jìn)行調(diào)查,了解了高中生數(shù)學(xué)學(xué)習(xí)現(xiàn)狀和解題現(xiàn)狀,為開展數(shù)學(xué)說題活動(dòng)獲得了第一手的真實(shí)材料和學(xué)情。另一方面,通過對(duì)山師附中以及明湖中學(xué)的7位教師進(jìn)行訪談,了解了高中階段開展數(shù)學(xué)說題活動(dòng)的情況;探討了高中生數(shù)學(xué)說題活動(dòng)的具體實(shí)施策略,包括選題策略、促進(jìn)全員參與以及數(shù)學(xué)說題評(píng)價(jià)策略,為后續(xù)活動(dòng)的開展提供了有力的借鑒。根據(jù)調(diào)查與訪談結(jié)果,總結(jié)出高中生數(shù)學(xué)說題活動(dòng)的實(shí)施策略。本文在文獻(xiàn)研究與調(diào)查、訪談分析的基礎(chǔ)上,對(duì)高中生數(shù)學(xué)說題活動(dòng)開展了細(xì)致的實(shí)踐研究工作。本文主要以明湖中學(xué)高一19班為研究對(duì)象,以必修一函數(shù)和必修二立體幾何為主要說題內(nèi)容,通過以上具體操作方法及實(shí)踐策略,以高一19班前、中、后三次數(shù)學(xué)成績(jī)與調(diào)查問卷為研究素材,借助Excel、SPSS統(tǒng)計(jì)軟件進(jìn)行K-S檢驗(yàn)、獨(dú)立樣本T檢驗(yàn)、配對(duì)樣本T檢驗(yàn),對(duì)高中生數(shù)學(xué)說題活動(dòng)展開了全方面的深入研究。最后,本文綜合理論分析與調(diào)查實(shí)踐研究,得出如下結(jié)論:一方面,相較于傳統(tǒng)數(shù)學(xué)教學(xué),開展高中生數(shù)學(xué)說題活動(dòng)更能提高學(xué)生數(shù)學(xué)學(xué)習(xí)的積極性、解題能力及語言交流表達(dá)能力,優(yōu)化學(xué)生的思維品質(zhì),有助于培養(yǎng)學(xué)生總結(jié)反思習(xí)慣,同時(shí)利于構(gòu)建和諧融洽的師生關(guān)系。另一方面,針對(duì)高中生數(shù)學(xué)說題活動(dòng)開展過程中存在的問題,筆者提出了以下教學(xué)對(duì)策:加強(qiáng)教師對(duì)活動(dòng)調(diào)控,確保說題活動(dòng)順利進(jìn)行;注重“思、說、做”三位一體,確保說題活動(dòng)有效進(jìn)行;處理好學(xué)習(xí)任務(wù)與時(shí)間的關(guān)系,確保說題活動(dòng)高效進(jìn)行。
[Abstract]:As a kind of new teaching method, high school students' mathematics problem telling activity is of great practical significance to cultivate high school students' logical thinking ability and criticism and reflection consciousness by letting students express their own dynamic thinking process and show students'"living" thinking, which is of great practical significance to the cultivation of senior high school students' logical thinking ability and criticism. At the same time, the mathematics problem of senior high school students replaces the teacher theory through student theory, which changes the interaction mode between teachers and students in the traditional teaching mode, and realizes the innovation of the traditional teaching mode. First of all, this paper makes a lot of theoretical research on senior high school students' mathematics lecture activities. Through extensive reference to the literature, this paper introduces the research background of senior high school students' mathematical problem-telling activities, probes into the meaning, research status and educational function of senior high school students' mathematical problem-telling activities, and summarizes the specific operations of senior high school students' mathematical problem-telling activities, including the content of the problem and the form of the problem-telling: the content of the senior high school students' mathematical problem-telling includes the meaning of the question source, the strategy and thinking method of problem-solving, the steps of standardizing the problem-solving, and the reflection and review. The forms of senior high school students' math theory include teacher-led interaction, group cooperative discussion and lecture debate. At the same time, based on the dialectical relationship theory of constructivism, language and thinking, and Polya's theory of problem-solving, it lays a solid theoretical foundation for the follow-up research. Then, this paper carries out a comprehensive investigation and interview research on senior high school students' mathematics storytelling activities. On the one hand, 276 students in general class of Minghu Middle School are investigated, and the present situation of mathematics learning and problem solving of senior high school students is understood, and the real materials and learning conditions are obtained for the development of mathematics problem telling activities. On the other hand, through interviews with seven teachers in Shanshi attached Middle School and Minghu Middle School, this paper understands the situation of carrying out mathematical storytelling activities in senior high school, and probes into the concrete implementation strategies of senior high school students' mathematical storytelling activities, including the strategy of topic selection, the promotion of the participation of the whole staff and the evaluation strategy of mathematical storytelling, which provides a powerful reference for the development of follow-up activities. According to the results of investigation and interview, this paper summarizes the implementation strategies of senior high school students' mathematics problem activities. On the basis of literature research, investigation and interview analysis, this paper has carried out a detailed practical research work on senior high school students' mathematics problem telling activities. This paper mainly takes Class 19 of Senior one in Minghu Middle School as the research object, takes the required one function and the required two dimensional geometry as the main contents, through the above concrete operation methods and practical strategies, takes the former, middle and last three mathematical scores and questionnaires as the research material, carries on the K 鈮，

本文編號(hào)：2497404