最近发展区理论指导下的高中数列教学探究

发布时间：2018-04-16 12:07

本文选题：最近发展区 + 现实发展水平　；参考：《山东师范大学》2015年硕士论文

【摘要】：20世纪30年代，前苏联教育学家维果茨基创造性的提出了“最近发展区”理论，掀起了一股研究热潮。本文主要研究了三方面的内容：第一，对“最近发展区”理论的发展进行了阐述；第二，对如何确定和进入“最近发展区”理论进行了研究；第三，将“最近发展区”理论指导高中数列教学进行了探究。本论文主要包括以下要点：一、对“最近发展区”理论产生的背景和国内外研究现状进行了阐述，结合新课程理念，介绍了高中数列内容在数学课程中的重要地位以及存在的问题，论述了将“最近发展区”理论应用到数列教学中的重要意义。二、详细诠释了“最近发展区”理论，首先要确定学生的两种发展水平——现实发展水平和潜在发展水平，这种水平之间的区域便是“最近发展区”。最近发展区是因人而异并且动态变化的发展过程，该理论揭示了教学、学习与发展之间辩证统一的关系，教学应走在发展的前面，抓住教学的最佳关键期，帮助学生将潜在发展水平转化成为现实发展水平，并创造新的最近发展区，在这个循环的过程中，注意对学生进行动态的评估，使学生得到了更好的发展。三、根据“最近发展区”理论确定的原则和方法，研究出高中数列教学中进入“最近发展区”的方法。首先，在最近发展区内，通过以旧引新、激发兴趣、类比引入、设置疑问、由易到难、由特殊到一般等方法设计恰当的教学情境；其次，通过设置支架，帮助学生进入最近发展区；再次，联系生活实际，在最近发展区中培养学生的应用意识；然后，合理利用最近发展区，使学生的认知结构合理化；最后，科学设置课后思考题，创设最近发展区。四、结合“最近发展区”理论确定的方法，对泰安市东平明湖中学的高二级部两个班级进行了教学探究实验。首先，结合与数列相关的数学思想、方法以及相关联的数学知识，编制前测试卷，根据测试结果来检测两个班级的现实情况，划分实验班和对照班，对实验班实施“最近发展区”理论指导下的教学探究；其次，根据前测试卷的不同考察维度，结合测试结果分析实验班学生的现实发展水平，并预测学生的潜在发展水平，从而获得学生的最近发展区；再次，在学生的最近发展区内进行数列教学探究，理论指导贯穿整个数学教学环节；最后，在等差数列教学和等比数列教学结束之后，编写试题对两个班学生进行测试，将三次测试结果进行统计分析。五、统计分析三次测试结果数据，对比两个班的前后三次数据，结合课堂教学过程和授课时间，研究发现：将“最近发展区”理论应用到数列教学的探究中，对数列教学有显著的成效，教学不仅可以缩短授课的时间，而且学生的主动性得到提高，学习兴趣大大增强，学习潜能也得到了开发，认知发展水平循序渐进的得到更大的提高，学生整体成绩得到了提高，，特别是班级优等生和中等生进步比较大。六、根据“最近发展区”理论在数学教学过程中的实践，我从教学观、教师观、学生观、教学评价观等方面获得深刻启示，并总结了论文存在的不足之处。
[Abstract]:In 1930s, the former Soviet Union educator Vygotsky creative "nearest development area" theory, has raised a research upsurge. This paper mainly studies three aspects: first, the "nearest development area" theory are described; second, how to determine and enter the "nearest development area" theory the study; third, the "nearest development area" theory to guide teaching series in high school were studied. This paper mainly includes the following points:
A, the "nearest development area" theoretical background and research status at home and abroad were introduced, combined with the new curriculum, introduces the important position in the series in high school mathematics curriculum in the content and existing problems, discusses the "recent developments" theory is applied to the important series of teaching.
Two, a detailed interpretation of the "nearest development area" theory, first of all to determine the development level of two students -- the real level of development and potential development level, this level is the area between the "recent developments". Recent development area is the development process and the dynamic changes of It differs from man to man., the theory reveals the dialectical unity of the teaching. The relationship between learning and development, teaching should go ahead of development, seize the best critical period of teaching, students will help the potential level of development into the real level of development, and create a new development area recently, in the circulation process, pay attention to the dynamic evaluation of students, make students get a better development.
Three, according to the principle and method of zone of proximal development theory to determine the Research Series in high school teaching into the "nearest development area" method. First of all, in the recent development in the region, with new and old leads to stimulate interest in the analogy is introduced, set questions, from easy to difficult, from special to general design methods appropriate teaching situation; secondly, by setting the support, help students enter the nearest development area; again, contact the actual life in the recent development, to develop students awareness of the application area; then, the rational use of recent developments in the area, the students' cognitive structure rationalization; finally, set up a scientific thinking after class, the creation of recent development area.
Four, combined with the method of "zone of proximal development theory to determine the two classes of Tai'an city Dongping lake middle school grade two were teaching experiments. Firstly, combining the mathematics thought and series, the method of mathematical knowledge and the associated, before the preparation of test according to the test results to detect the reality two classes, divided into experimental class and control class, the implementation of" exploring the theory of zone of proximal development under the guidance of the teaching of the experimental class; secondly, according to the test of different observation dimensions of volume, according to the test results the reality of the development level of the experimental class students, and predict the potential development level of students, so as to obtain the recent development area students; again, in their ZPD of series teaching research, theoretical guidance throughout the mathematical teaching; finally, after the end of arithmetic progression and geometric progression of teaching teaching, compiling Two classes of students were tested by writing the test, and the results of the three tests were statistically analyzed.
Five, statistical analysis the three test data before and after comparison of two classes of three data, combined with classroom teaching process and teaching time, the study found that: "recent developments" theory is applied to explore the sequence of teaching, have positive effect on mathematics teaching and learning, teaching can not only shorten the teaching time, and active the students' interest in learning is improved, greatly enhance the learning potential has been developed, the level of cognitive development gradually gets better, and overall student achievement has been improved, particularly the larger class of top students and secondary students progress.
Six, according to the practice of "the theory of proximal development" in mathematics teaching process, I got deep inspiration from teaching concept, teacher's view, student's view and teaching evaluation view, and summarized the shortcomings of this paper.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【参考文献】