导学案在初中数学教学中应用状况的研究

发布时间：2018-03-29 12:38

本文选题：导学案　切入点：初中数学　出处：《曲阜师范大学》2015年硕士论文

【摘要】：美国教学家杜威提出“学生、活动、经验”为中心的现代教育理念取代以赫尔巴特为代表主张的“课堂、教师、课本”为中心的传统理论后,现代教育观在教育界开始走向历史的舞台,“以学生为中心”的学习观成为时代主流。在我国,随着新课程改革的推进,各地学校纷纷对传统教学进行课程教学改革。其中成功的范例为山东杜郎口中学的“三三六”教学模式、洋思中学“先学后教,以学定教”教学模式、兖州一中“循环大课堂”教学模式等。它们都以导学案作为教学活动的载体,改变“以教师为中心”的传统教育观为“以学生为中心”的现代教育观,确保学生的主体地位,目的是提高课堂教学效率,发展学生自主学习能力。本研究主要采用了文献研究法、问卷调查法、访谈法、内容分析法。通过对应用导学案的初中学校进行调查与访谈,对导学案的内容进行分析,笔者得出导学案在初中数学教学中的应用状况如下:在导学案认识方面:大多数学生对导学案有正确客观的评价,但也有部分同学认为导学案是练习册、作业的替代品。少部分学生喜欢使用导学案,但大部分学生既不喜欢也不讨厌使用。在编制与设计方面:导学案都由教师编制,几乎所有学生都未参与导学案的编制。大部分导学案具有学法指导部分,并以融合式的形式隐含在知识、能力之中。在导学案实施过程方面:由于学生性格与认知水平的原因,少数同学无法融入小组讨论过程中。在小组讨论环节,女生的参与度高于男生。导学案更符合男生学习的方式与习惯。在导学案实施效果方面:大多数学生认为导学案促进他们的自主学习能力、学习积极性、学习效率和学习成绩,还有部分学生认为他们的这四方面没有变化。在以上状况的基础上,笔者总结出导学案在初中数学教学中应用的经验为:在探究新知的部分中,导学案能够遵循学生认知,注重探究过程。不足之处为:导学案的编制主体较单一,只有教师编制,几乎未有学生参与。其实施方面未彻底转变“教师本位”为“学生本位”教学观。最后,针对相关不足,笔者对学校、教师、学生分别提出相应的改善建议。在一定程度上,本研究反映导学案在初中数学教学中的应用状况,为有效使用导学案提供一定的参考。
[Abstract]:After Dewey, an American educator, put forward the modern educational concept of "students, activities and experience" as the center, replacing the traditional theory of "classroom, teacher and textbook" advocated by Herbart. The concept of modern education has begun to move to the stage of history in the educational circles. The student-centered view of learning has become the mainstream of the times. In our country, with the development of the new curriculum reform, Schools around the world have carried out curriculum reform in traditional teaching. Among them, the successful example is the "3: 36" teaching model of Shandong Durangkou Middle School, and the "first learning before teaching" teaching mode in Yangsi Middle School. The teaching mode of "circular classroom" in Yanzhou No. 1 Middle School and so on. They all take the guiding case as the carrier of teaching activities, change the traditional view of "teacher-centered" into the modern view of "student-centered", and ensure the main position of the students. The purpose of this study is to improve the efficiency of classroom teaching and develop students' autonomous learning ability. This study mainly adopts the methods of literature research, questionnaire survey, interview and content analysis. Based on the analysis of the contents of the guiding case, the author draws the conclusion that the application of the guide case in junior high school mathematics teaching is as follows: in the aspect of the understanding of the guiding case, most students have correct and objective evaluation of the guiding case, However, some students also think that the guide case is a workbook and a substitute for the homework. A few students like to use the guide case, but most students neither like nor hate using it. In terms of compilation and design: the instruction plan is compiled by the teacher. Almost all the students are not involved in the preparation of the pilot case. Most of the pilot cases have the guidance part of the learning method, and are implied in the form of knowledge and ability in the form of integration. In the implementation process of the pilot case, the reasons of the student's character and cognitive level are as follows. A few students are unable to participate in the group discussion. The participation of female students is higher than that of male students. The guided case is more in line with the learning style and habits of boys. In terms of implementation effect, most students think that it promotes their autonomous learning ability, learning enthusiasm, learning efficiency and academic achievement. Some students think their four aspects have not changed. On the basis of the above situation, the author summarizes the experience of the application of the guiding plan in junior high school mathematics teaching: in the part of exploring the new knowledge, the guiding plan can follow the students' cognition. Pay attention to the inquiry process. The deficiency is: the main body of compiling the guide case is single, only the teacher establishment, almost no student participation, its implementation aspect has not completely changed "the teacher standard" to the "student standard" teaching view. Finally, To a certain extent, this study reflects the application of the guiding case in junior high school mathematics teaching, and provides a certain reference for the effective use of the guiding case.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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