在高中数学教学中分层教学与分班教学的利与弊
发布时间：2018-09-18 15:26
【摘要】：由于我国现阶段优质教育资源还比较紧缺,实施完全教育机会均等的平行班教学模式存在着一定的现实困难,这样在调和数学教育的“机会均等”与“各取所需”矛盾上要顾及大众化的数学教育理念。原因有二,其一是数学教育必须顾及所有人的需求,使每个人都在数学教育中得益；其二是指不同人可以达到不同的水平,但数学教育存在一个人人都能达到的水平,为了更好实现大众化教育效果,在高中数学教学中开展分层教学与分班教学利弊的研究然后控制弊端寻找应对策略是必要的。在我国学生家长普遍关注的是孩子获得教育资源投入的平等与教育机会的均等而忽视了教育效果上的平等,其实美国霍普金斯大学的詹姆斯·科尔曼教授(1919—1985)所提倡的由“教育起点平等”渐渐发展到追求“教育过程平等”和“教育结果平等”才是真正意义上的教育平等。在此背景下本文分五个部分对学习论、教学论中教师与学生协作学习过程中出现的如何最大限度的体现教育公平问题；教师如何在分班教学与分层教学中确保每个孩子学到有用的数学；如何最大限度满足同一班级中不同孩子的需求按需帮助他们；如何对分班教学与分层教学的弊端采取有效的应对策略等是本文的主要研究问题。本文第一章绪论着重阐述了论文的选题缘由及研究的背景与必要性,然后进一步从社会、学校、教师与学生层面揭示了研究的意义；第二章对本文中一些提及的概念进行了界定然后阐述了本论文的研究现状及理论基础使得论文在理论的支撑下不是无源之水无本之木；第三章详细阐述了为研究本文所采用的研究方法旨在说明本论文不是臆造的空洞理论其背后有实践数据的强力支撑；第四章对高中数学中分班教学与分层教学的利弊做了详尽的陈述,通过研究发现单一的教学模式很难在教学效果与教育公平间找到高位的平衡发展。据此本文又进一步提出实际教学中分班教学与分层教学的取舍依据原则,然后通过研究发现兼顾效率的组合式教育模式更有效；第五章主要是阐述解决高中数学教学中分层教学与分班教学弊端的应对策略,目的是从教师的专业化角度探讨数学科在施教过程中尽量保证教学效果公平的问题以及适应不同层次学生学习差异化数学需求的问题。本文提倡的数学观是“数学本应是学习自然科学的动力之泵而不是过滤器(筛子),不能让每个渴望学习的孩子伤心的退场。我们应该帮助那些需要帮助的孩子,绝不能让他们因为数学而影响他们将来的发展”。本文的创新之处是考虑到高中生的生涯规划对数学学习需求的影响以及组合式教育模式对教学效果最优化的贡献,同时重点探究了体现教育结果公平的数学教学手段。
[Abstract]:Due to the shortage of high quality educational resources in our country at present, there are some practical difficulties in implementing the parallel class teaching model with equal educational opportunities. In order to reconcile the contradiction between "equal opportunity" and "getting what one needs" in mathematics education, the popular mathematical education idea should be taken into account. There are two reasons. One is that mathematics education must take into account the needs of all people, so that everyone can benefit from mathematics education. The other is that different people can reach different levels, but there is a level of mathematics education that can be reached by everyone. In order to realize the effect of mass education, it is necessary to study the advantages and disadvantages of stratified teaching and class-dividing teaching in mathematics teaching in senior high school and then to control the disadvantages and find strategies to deal with them. In our country, students' parents are generally concerned about the equality of children's access to educational resources and the equality of educational opportunities, while neglecting the equality of educational effects. In fact, Professor James Coleman of Hopkins University (1919-1985) advocated that from "equality of starting point of education" to the pursuit of "equality of educational process" and "equality of educational results" is the true equality of education. In this context, this paper is divided into five parts of learning theory, in the teaching theory of teachers and students in the process of collaborative learning how to maximize the embodiment of education equity; How to ensure that each child learns useful mathematics in class teaching and stratified teaching, how to meet the needs of different children in the same class and how to help them on demand? How to take effective strategies to deal with the malpractice of class-dividing teaching and stratified teaching is the main research problem in this paper. The first chapter focuses on the reason of choosing the topic and the background and necessity of the research, and then reveals the significance of the research from the social, school, teacher and student levels. The second chapter defines some of the concepts mentioned in this paper, and then expounds the research status and theoretical basis of this paper. The third chapter describes the research methods used in this paper in order to explain that this paper is not a hypothetical void theory behind it there is a strong support of practical data; The fourth chapter makes a detailed statement on the advantages and disadvantages of class-dividing teaching and stratified teaching in senior high school mathematics, and finds that a single teaching model is difficult to find a high balance between teaching effect and educational fairness. On the basis of this, this paper further puts forward the principle of choosing and choosing between class-divided teaching and stratified teaching in practical teaching, and then finds out that the combined education model with both efficiency and efficiency is more effective. The fifth chapter mainly expounds the countermeasures to solve the malpractice of stratified teaching and class-dividing teaching in mathematics teaching in senior high school. The purpose of this paper is to probe into the problem of how to ensure the fairness of teaching effect in the process of teaching mathematics from the perspective of teachers' specialization and to meet the needs of students at different levels in learning differentiated mathematics. The mathematical view advocated in this paper is that "Mathematics should be a pump of motivation for learning science, not a sieve, and not a sad exit for every eager child." We should help children who need help and must not let math affect their future development. The innovation of this paper is to consider the influence of senior high school students' career planning on mathematics learning demand and the contribution of combined education model to the optimization of teaching effect. At the same time, this paper focuses on the mathematics teaching means which embody the fairness of educational results.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2248332
[Abstract]:Due to the shortage of high quality educational resources in our country at present, there are some practical difficulties in implementing the parallel class teaching model with equal educational opportunities. In order to reconcile the contradiction between "equal opportunity" and "getting what one needs" in mathematics education, the popular mathematical education idea should be taken into account. There are two reasons. One is that mathematics education must take into account the needs of all people, so that everyone can benefit from mathematics education. The other is that different people can reach different levels, but there is a level of mathematics education that can be reached by everyone. In order to realize the effect of mass education, it is necessary to study the advantages and disadvantages of stratified teaching and class-dividing teaching in mathematics teaching in senior high school and then to control the disadvantages and find strategies to deal with them. In our country, students' parents are generally concerned about the equality of children's access to educational resources and the equality of educational opportunities, while neglecting the equality of educational effects. In fact, Professor James Coleman of Hopkins University (1919-1985) advocated that from "equality of starting point of education" to the pursuit of "equality of educational process" and "equality of educational results" is the true equality of education. In this context, this paper is divided into five parts of learning theory, in the teaching theory of teachers and students in the process of collaborative learning how to maximize the embodiment of education equity; How to ensure that each child learns useful mathematics in class teaching and stratified teaching, how to meet the needs of different children in the same class and how to help them on demand? How to take effective strategies to deal with the malpractice of class-dividing teaching and stratified teaching is the main research problem in this paper. The first chapter focuses on the reason of choosing the topic and the background and necessity of the research, and then reveals the significance of the research from the social, school, teacher and student levels. The second chapter defines some of the concepts mentioned in this paper, and then expounds the research status and theoretical basis of this paper. The third chapter describes the research methods used in this paper in order to explain that this paper is not a hypothetical void theory behind it there is a strong support of practical data; The fourth chapter makes a detailed statement on the advantages and disadvantages of class-dividing teaching and stratified teaching in senior high school mathematics, and finds that a single teaching model is difficult to find a high balance between teaching effect and educational fairness. On the basis of this, this paper further puts forward the principle of choosing and choosing between class-divided teaching and stratified teaching in practical teaching, and then finds out that the combined education model with both efficiency and efficiency is more effective. The fifth chapter mainly expounds the countermeasures to solve the malpractice of stratified teaching and class-dividing teaching in mathematics teaching in senior high school. The purpose of this paper is to probe into the problem of how to ensure the fairness of teaching effect in the process of teaching mathematics from the perspective of teachers' specialization and to meet the needs of students at different levels in learning differentiated mathematics. The mathematical view advocated in this paper is that "Mathematics should be a pump of motivation for learning science, not a sieve, and not a sad exit for every eager child." We should help children who need help and must not let math affect their future development. The innovation of this paper is to consider the influence of senior high school students' career planning on mathematics learning demand and the contribution of combined education model to the optimization of teaching effect. At the same time, this paper focuses on the mathematics teaching means which embody the fairness of educational results.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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