课堂导入在高中数学概念教学中的实践研究

发布时间：2018-01-16 00:30

本文关键词：课堂导入在高中数学概念教学中的实践研究　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：数学概念是数学认知的基础,是数学思维的逻辑起点。在数学教学中,根据获得概念的方式,充分利用数学概念生成的背景和自身特点,创设适合学生的课堂导入。通过这种方式,不仅提升了教师教学技能水平,而且激励了学生学习数学的兴趣,更容易掌握数学知识和技能,更好地体验概念教学中的情感,从而提高了教学质量和效率。本论文采用了文献研究、问卷调查、案例分析等方法对课堂导入在高中数学概念教学中进行了理论和实践探索。首先采用文献研究法从理论上对有关“课堂导入”“概念导入”进行了概念界定以及对课堂导入在高中数学概念教学研究现状、研究理论基础等方面进行了探讨。其次对课堂导入在高中数学概念教学中实施情况进行了调查和分析,了解了课堂导入在高中数学概念实施的现状,并分析原因提出了建议。再次通过课堂教学案例,分别得出用概念形成与概念同化学习概念时的教学注意事项以及常用的导入方法,并且总结出不用的导入方法应遵循的教学原则。最后进行了有关课堂导入在概念教学中的实践活动,选取了两组平行班进行试验对比,以了解针对不同的学生采用不同的概念获得方式,进而采用了不同的导入方式对学习效果的影响。根据结果分析,提出了一些自己的见解,得出了一些结论：(1)大部分高中教师有了导入意识,但实施的人并不多,主要原因是教师对导入环节还不够重视,教师的导入能力有限,教师之间缺乏沟通,另外还有学校、社会等因素。(2)针对概念形成的数学概念常采用直观导入、经验导入等方式,针对概念同化的数学概念常采用温故知新、类比导入、设疑导入等。对于创设情境、活动实验等导入方式在这两种学习方式下均可使用。(3)课堂导入在数学概念教学中应遵循针对性和渐进性原则、真实性和艺术性原则、探索性和合作性原则、接近性和诱发性原则。(4)课堂导入在数学概念教学中方法的选择首先要关注概念的学习方式,同时也要关注学生的思维建构能力和心理状况。(5)教师对课堂导入在数学概念教学中方式的选择会影响学生概念学习方式的选择。希望本论文对后续课堂导入在数学概念教学中的研究有一定的帮助。
[Abstract]:Mathematical concept is the basis of mathematical cognition and the logical starting point of mathematical thinking. In mathematics teaching, the background and characteristics of mathematical concept generation are fully utilized according to the way of obtaining concepts. Through this way, not only teachers' teaching skills are improved, but also students' interest in learning mathematics is encouraged, and it is easier to master mathematics knowledge and skills. Better experience of the concept of emotion in teaching, thereby improving the quality and efficiency of teaching. This paper uses literature research, questionnaire survey. Case analysis and other methods are used to explore the theory and practice of classroom introduction in mathematics concept teaching in senior high school. Firstly, literature research is used to theoretically introduce "classroom introduction" and "concept introduction" into senior high school mathematics. The concept of definition and classroom introduction in high school mathematics concept teaching research status quo. Secondly, the author investigates and analyzes the implementation of classroom introduction in high school mathematics concept teaching, and understands the current situation of classroom introduction in senior high school mathematics concept implementation. Then through the classroom teaching cases, the author draws the teaching notice and the commonly used introduction method when using the concept to form and assimilate the learning concept. And summed up the teaching principles that should be followed by the non-use of the introduction method. Finally, carried out the practical activities of classroom introduction in concept teaching, and selected two groups of parallel classes for experimental comparison. In order to understand the different concept acquisition methods for different students, and then to use different ways of introduction on the effect of learning. According to the analysis of the results, put forward some of their own views. Some conclusions are drawn: (1) most senior high school teachers have a sense of introduction, but the implementation of the people are not many, the main reason is that teachers do not pay enough attention to the introduction link, the ability of teachers to introduce is limited. Lack of communication between teachers, in addition to school, social and other factors. In view of the mathematical concept of concept assimilation, the mathematical concepts of "concept assimilation" often adopt the new, analogy introduction, doubt introduction, etc. For the creation of the situation. Activity experiment can be used under these two learning methods.) classroom introduction should follow the principles of pertinence and gradual, authenticity and artistry in the teaching of mathematical concepts. Exploratory and cooperative principles, proximity and inductive principles. 4) the choice of methods of classroom introduction in the teaching of mathematical concepts should first pay attention to the learning methods of concepts. At the same time, we should also pay attention to the students' thinking construction ability and psychological condition. Teachers' choice of classroom introduction in mathematics concept teaching will affect the choice of students' concept learning style. I hope this paper will be helpful to the further study of classroom introduction in mathematics concept teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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