新课标背景下的初中数学证明教学探究

发布时间：2018-01-16 05:34

本文关键词：新课标背景下的初中数学证明教学探究　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：数学证明自诞生以来,一直受到国内外学者的关注,但是国外对于它的研究多停留在学生的认知水平对证明学习的影响上,国内对它的研究多停留在教育价值的层面上。步入21世纪,科学技术水平迅速发展,计算机教学走入课堂,“实验证明”随之诞生,国内外学者的视线又多转移到关于“传统数学证明即将面临的挑战”,“传统数学证明地位可否被取代”和“国内外数学证明教学模式对比”等研究方向,对于初中“证明难”和“初中数学证明教学”的研究成果不是很多,尤其是,在素质教育的号召下,为了缓解学生学习压力、呼吁学生积极主动的学习,数学课程改革对比较难学的证明部分做出适当调整,教学方式也应该做出适当的调整,但是目前对于在新课程标准下初中数学证明教学的研究并不是太多,研究成果也没有受到太多关注。数学证明,作为初中数学的重要组成部分,对于数学知识的学习以及学生能力的培养都有很重要的作用,教师的教学观念和教学方式对学生对知识的领会和把握以及学生能力的培养有极大的影响,所以,在新课程改革的大背景下,有必要对数学证明教学的方式方法做出进一步的探究。要想对新课标下中学证明教学的方式方法给出建议,首先,需要对数学证明的概念,遵循的规律,证明的方法,证明的价值等有着清楚的认识,所以,本文通过查阅大量资料,在第二章对数学证明的起源和本质、数学证明过程必须遵循的四大逻辑规律、初中数学证明常用的方法做了综述,并且从知识、文化、能力培养三个层面对证明的价值做了探讨,更加体现出本课题的研究的必要性。其次,本文对实习所在地初中八九年级数学教师做了一份调查问卷,调查问卷的内容涵盖了新课标前后学生对证明态度是否转变、学生证明水平是否提高、“证明难学”的原因、新课标前后教师的教学观念和教学方式是否做出相应变化、做出哪些变化等方面进行了研究,通过对问卷调查整理分析,对证明学习和教学现状有了进一步的了解。然后,就是通过调查问卷,反映出来新课标后的初中生在在学习证明过程仍然普遍认为证明难学,尤其是几何证明部分,学生分不清性质定理和判定定理、不会添加辅助线、在书写证明步骤时条理不清晰、步骤混乱及乱加条件。此外,还反映出新课标后,只有部分教师对教学方式做出调整,还有许多教师依然使用过去的教学方式,忽视初中生的认知水平、教学思路不严谨、证明过程仍然重视结果的导出等等这些问题。最后,针对上述发现的初中证明学习和教学中存在的一系列问题,本文提出六条教学意见,如:启发式教学、情景创设等等。
[Abstract]:Since the birth of mathematical proof, scholars at home and abroad have been concerned about it, but the foreign research on it is mostly focused on the influence of students' cognitive level on the learning of proof. In 21th century, with the rapid development of science and technology, computer teaching entered the classroom, "experimental proof" was born. Scholars at home and abroad focus on "the challenge of traditional mathematical proof", "whether the status of traditional mathematical proof can be replaced" and "comparison of teaching modes of mathematical proof at home and abroad". For junior high school "proof difficult" and "junior high school mathematics proof teaching" research results are not many, especially, under the call of quality education, in order to ease the pressure on students to learn, call on students to actively learn. The mathematics curriculum reform makes the appropriate adjustment to the difficult proof part, the teaching method should also make the appropriate adjustment, but at present the research on the junior high school mathematics proof teaching under the new curriculum standard is not too many. Mathematics proves that as an important part of junior high school mathematics, it plays an important role in the study of mathematics knowledge and the cultivation of students' ability. Teachers' teaching concepts and teaching methods have a great impact on students' understanding and grasp of knowledge and the cultivation of students' ability. Therefore, under the background of the new curriculum reform. It is necessary to further explore the ways and methods of mathematical proof teaching. In order to give suggestions on the ways and methods of middle school certification teaching under the new curriculum standard, first of all, the concept of mathematical proof and the rules to be followed are needed. There is a clear understanding of the method of proof and the value of proof. Therefore, through consulting a large amount of data, this paper discusses the origin and essence of mathematical proof and the four logical laws that must be followed in the process of mathematical proof. Junior high school mathematics proves the common method to do the summary, and from the knowledge, the culture, the ability raises three aspects to do the discussion to the proof value, more manifests this topic the research necessity. Secondly. This paper makes a questionnaire for the eighth and ninth grade mathematics teachers of junior high school where the practice is located. The contents of the questionnaire cover whether the students' attitude to proof changes before and after the new curriculum standard, and whether the students' certification level is improved. The reasons of "proving hard to learn", whether the teachers' teaching concept and teaching method have made corresponding changes before and after the new curriculum standard, and what changes have been made are studied and analyzed through questionnaire survey. Further understanding of the current situation of proof learning and teaching. Then, it is through the questionnaire, reflects the new curriculum after the junior high school students in the learning certification process is still generally considered difficult to prove. In particular, in the geometric proof section, the students distinguish the theorem from the judgment theorem, do not add auxiliary lines, are not clear in the writing of the proof steps, the steps are confused and the conditions are confused. In addition, it also reflects the new curriculum. Only some teachers make adjustments to the teaching methods, and many teachers still use the past teaching methods, ignoring the cognitive level of junior high school students, teaching ideas are not rigorous. The process of proof still attaches importance to the derivation of results and so on. Finally, aiming at a series of problems in proving learning and teaching in junior high school, this paper puts forward six teaching suggestions, such as heuristic teaching. Scene creation and so on.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【相似文献】