初中大班额数学差异教学实验研究

发布时间：2017-12-26 20:36

本文关键词：初中大班额数学差异教学实验研究　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：初中数学教学是基础教育阶段学生思维形成的一个重要环节,在传统班级教学的“统一内容、统一进度、统一目标要求、统一评价标准”等无视学生个体差异的教法影响下,学生的数学学习随着年级的递升呈现出两极分化日益明显的趋势。因此,在大班额教学过程中,如何照顾学生的个体差异----使他们都能在原来的基础上得到最大程度的发展,促使每一位学生尽量都学习到属于自己的不同的数学。因此,在初中阶段实施数学学科方面的差异教学,就显得尤为必要。差异教学的目的不是为了消灭差异,而是为了每一位学生的可持续发展,是为了发展良性差异,缩小不良差异,这里提到的每一位学生不是让所有的学生都能达到同样的水平,而是遵循教育教学的规律,挖掘出每一位学生的潜能,让每一位学生在其原有的基础上得到相对充分点的发展。为了让学生在学习中能真正培养自己的能力,让学生在学习真正感受到快乐,需要教师在其教学理念和教学方式上都有所改变,以满足不同学生发展的需要,所以客观上也就要求我们老师关注学生的差异,让不同的学生能够在学习中获得满足,体会到学习的乐趣,最终提高个体的能力。在大班额中实施差异教学,对于每一位老师来说,是一个循序渐进的教学实践过程,更不是一蹴而就的。它的实施效果需要在探索的过程中,不断的总结经验,完善教学的模式,从而更好地调动学生学习的积极性与主动性,满足不同个体的不同学习需求。关于差异教学的研究目前已经取得了丰硕的成果,而差异教学的主要优势在于能够切实关注到每个学生的个体差异,从而实施与之相适应的教学,它的不足之处在于忽视了学生的自尊心和自信心。本文针对差异教学在实施过程中的一系列弊端,尝试提出隐形差异分层教学的实验思路。所谓隐形差异分层教学就是,为了满足不同差异层次学生发展的需要,在一个自然班内,教师综合考虑学生原有的基础、兴趣爱好、智力特点以及学习潜力等方面个性化差异的具体情况,“暗中”把水平相当的、在某些方面相类似的学生归结为一类“层次”,并且把他们分配在不同的类别里,采用内在尺度法对学生实施有针对性的教学,以促进学生的最优化发展。本文共分为五个章节。在第一章中,本文首先分析了差异教学教学研究的缘起以及研究的方法、研究的思路和研究的意义。在第二章对差异教学研究进行了文献综述,分析了差异教学的理论基础研究和内涵,以及国内外差异教学的研究现状,尝试分析其在发展过程中的不足之处。第三章则重点强调了初中数学差异教学是如何设计实施的,阐释了差异教学的基本原则以及差异教学的教学策略。第四章以本人所实验的学校班级为研究对象进行了实验研究,研究了实验假设、实验对象,并对变量进行了分析,对无关变量进行了控制,以具体的课堂实例阐释了如何对学生差异教学的操作,最后进行了实验数据的收集和分析。第五章是实验结果与讨论,在实验结果分析的基础上分析差异教学的优势,以及对数学教学的启示。从初中大班额数学差异教学实验研究的结果可以明显得出,此次实验的实施,在一定程度上满足了不同学生个体发展的需要,较好地处理了集体与个体之间因材施教方面的矛盾,在提高学生学业成绩、学生学习兴趣及学习的自信心的同时,也培养了他们的自我学习的能力、交往合作的能力以及集体荣誉感,并且使教师与学生的师生关系、同学之间的生生关系变得更为和谐。
[Abstract]:Junior high school mathematics teaching is an important part of students' thinking in basic education form, in their individual differences affect the traditional class teaching of "unified content, unified schedule, unified requirements, unified evaluation standard" ignore the teaching, students learn mathematics with grade ascending showing a polarization trend has become increasingly evident. Therefore, how to take care of individual differences in the teaching process of large classes, so that they can get the maximum development on the original basis, and urge every student to learn their own different mathematics as much as possible. Therefore, it is particularly necessary to carry out the differential teaching of mathematics in junior middle school. The difference teaching aim is not to eliminate differences, but to the sustainable development of each student, in order to develop benign differences, reduce bad difference, every student mentioned here is not to let all the students can reach the same level, but to follow the law of education and teaching to dig out every students' potential. Let each student develop relatively full point on the basis of its original. In order to let the students can really develop their ability in learning, make students really feel happy, teachers need to change the teaching ideas and teaching methods, to meet the different needs of students' development, so the difference objectively requires us to pay attention to the teacher students, let the students can get meet in the process of learning, to experience the fun of learning, and ultimately improve the individual ability. The implementation of differential teaching in the large class is a gradual process of teaching practice for every teacher, and it is not a single step. Its implementation effect needs to sum up experience and improve teaching mode in the process of exploration, so as to better arouse students' learning enthusiasm and initiative and satisfy different individual learning needs. Study on the difference of teaching has achieved fruitful results, but the main advantage of difference teaching is to pay attention to the individual differences of each student, in order to implement the corresponding teaching, its shortcoming lies in the neglect of students' self-esteem and self-confidence. Aiming at a series of drawbacks in the implementation of differential teaching, this paper tries to put forward the experimental idea of stealth difference teaching. The so-called hidden differences is the hierarchical teaching, in order to meet the needs of different levels of students' development, in a natural class, considering the specific situation of the teachers and students' original interest, intelligence characteristics and learning potential aspects of individual differences, the "secret" level, in some aspects similar to the students down as a kind of "level", and put them in a different category, the implementation of targeted teaching for students with internal standard method, in order to promote the optimization of development of students. This article is divided into five chapters. In the first chapter, this article first analyzes the origin of the research on the teaching of differential teaching, the method of research, the thinking of the research and the significance of the research. In the second chapter, we made a literature review on the research of differentiated instruction, analyzed the theoretical basis and the connotation of differentiated instruction, and the current situation of differentiated teaching at home and abroad, trying to analyze its shortcomings in the development process. The third chapter emphasizes how the mathematics differential teaching in junior high school is designed and implemented, explains the basic principles of differential teaching and the teaching strategy of differential teaching. Experimental study was carried out in the fourth chapter I experimental school classes as the research object, research hypothesis, experimental subjects, and the variables are analyzed, the independent variables were controlled, with examples of classroom specific interpretation of how the differences between students and teaching operation, finally collect and analyze the experimental data of. The fifth chapter is the result and discussion of the experiment. On the basis of the analysis of the experimental results, it analyzes the advantages of the differential teaching and the enlightenment to the teaching of mathematics. From the experimental study of junior high school mathematics teaching of the large amount of difference results was obtained, the implementation of the experiment, to a certain extent to meet the needs of different students' individual development, effectively deal with the contradiction between the collective and individual teaching students in accordance with their aptitude, to improve learning interest and academic achievement, students' self-confidence and cultivate the ability of communication and cooperation, and their self learning and collective sense of honor, and the teacher-student relationship between teachers and students, students become more harmonious relationship between students.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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