高中数学课堂的自主探究性教学研究

发布时间：2019-06-22 09:55

【摘要】：创新是一个名族进步的灵魂,素质教育的核心就是创新能力的培养。最近几年,我国关于基础教育课程的新的改革已经将改变学习方式,倡导开放性、自主探究性学习放在了首位。特别是在《高中数学课程标准(实验)》中开设了“数学建模”、“数学探究”等学习活动,希望通过不同形式的自主探究性学习活动,让学生可以体验数学发现和创造的过程,培养他们的创新意识。高中数学课的自主探究式教学的模式就是在实际教学活动过程中有计划、有目的的创设问题情境,引导学生积极主动的参与数学知识的发现,充分调动学生的主观能动性,发挥学生的主体作用。作为一种教学方法,它更关注探究过程而不是探究结果,是一种侧重于教师为主导,学生为主体的教法。虽然近几年很多人在探究式教学研究上取得了一些成果,但由于探究式教学在实际操作中对教师和学生要求较高,它的实施需要经历长时间的过渡和课程的反复推敲设计,真正落实有一定的难度,所以存在教学实践与研究理论脱节的问题。因此本文从理论和实践两个方面对探究式教学设计进行深入的探讨。联系高中教学实际,通过一年的探究式教学实践,通过对参与探究式学习的学生的能力成果进行分析研究。尝试在高中数学的教学中探索一条实际可行的教学路线。另外本文还对数学新课教学、习题课教学、复习课教学等不同课型进行实际教学案例设计和分析,展示不同的探究式学习过程。
[Abstract]:Innovation is the soul of the progress of a famous family, and the core of quality education is the cultivation of innovative ability. In recent years, the new reform of basic education curriculum in our country has put the first place in changing the way of learning, advocating openness and independent inquiry learning. In particular, "Mathematical Modeling" and "Mathematical Inquiry" and other learning activities have been set up in the Senior High School Mathematics Curriculum Standard (experiment). It is hoped that through different forms of independent inquiry learning activities, students can experience the process of mathematical discovery and creation and cultivate their innovative consciousness. The mode of independent inquiry teaching in senior high school mathematics class is to create problem situations purposefully, guide students to actively participate in the discovery of mathematical knowledge, fully mobilize students' subjective initiative and give full play to their main role in the process of actual teaching activities. As a teaching method, it pays more attention to the inquiry process than the inquiry result, and is a kind of teaching method which focuses on the teacher-led and the student-oriented. Although many people have made some achievements in inquiry teaching research in recent years, because inquiry teaching requires high requirements for teachers and students in practical operation, its implementation needs to go through a long transition and curriculum re-examination design, and it is difficult to really implement it, so there is a problem that teaching practice is out of step with research theory. Therefore, this paper discusses the inquiry teaching design from two aspects of theory and practice. According to the teaching practice of senior high school, through the inquiry teaching practice of one year, this paper analyzes and studies the ability and achievement of the students who participate in inquiry learning. Try to explore a practical and feasible teaching route in the teaching of mathematics in senior high school. In addition, this paper also carries on the actual teaching case design and the analysis to the mathematics new course teaching, the habit question class teaching, the review course teaching and so on, and shows the different inquiry learning process.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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