高中生数学解题反思能力培养研究

发布时间：2019-06-26 16:36

【摘要】：在数学教育的实践中,数学教育工作者不断的进行教育教学改革,以促进学生的数学素养的提升,各种新的数学教育理念、教学方法、教学模式层出不穷。然而,有一个问题却是几乎一致被认同的,就是不解数学题是学不好数学的,意思是指不解题数学思维能力就不能得到良好发展。而数学解题反思是在问题解决之后对审题过程、解题过程和解题结果进行的更加细致与深入的思考分析与研究。然而,在现实的具体解题教学中,由于教学或学习任务繁重,师生几乎无暇进行解题后的反思。面对“量大效低”的数学解题教学现象,加强解题反思,重视有效教学已成大势所趋。本研究在认真研读关于数学解题反思的相关文献的基础上,采用观察法、问卷和访谈调查法以及案例分析法,通过对高一学生数学解题反思能力的现状调查分析,并结合日常数学解题教学工作,发现学生在数学解题过程中反思意识不浓、反思技能缺失等问题。这其中既有学生自身的问题,也有教师指导不力的因素。在对学生数学解题反思能力调研与分析的基础之上,本文提出了培养学生数学解题反思能力的一些策略。从学生角度而言:一是反思审题过程,二是反思解题所用知识点,三是反思解题的方法与规律。从教师角度而言:一是教师要为学生创设反思的情景氛围,增强学生的切身体验,二是教师要学习波利亚的提示语,指导学生尝试用其于解题中,三是教师要指导学生建立错题本以反思解题,并学写反思日记,四是教师要指导学生在反思中概括,解题力求“举一反三”,五是教师要指导学生对解题反思进行再反思。通过这些策略的实践尝试,促使高中生的数学解题反思能力不断提高。
[Abstract]:In the practice of the mathematics education, the teaching reform of the education is constantly being carried out by the mathematics educators, so as to promote the improvement of the students' mathematics accomplishment, various new mathematics education ideas, teaching methods and teaching modes. However, there is a problem that the problem is almost unanimous, that is, the problem of mathematics is not a mathematical problem, meaning that the problem of solving the mathematical thinking ability of the problem cannot be well developed. The reflection of mathematical solution is a more detailed and in-depth consideration and analysis of the process of the examination, the process of solving the problem and the result of the problem after the problem is solved. However, in the practical problem-solving teaching, because of the heavy task of teaching or learning, the teachers and students have little time to reflect on the problem. In the face of the "low in amount and low in amount" 's mathematics problem-solving teaching phenomenon, to strengthen the problem-solving reflection, pay attention to the effective teaching is the general trend. Based on the study of the relevant literature on the reflection of the mathematics problem, this study uses the observation method, the questionnaire and the interview survey method as well as the case analysis method to analyze the present situation of the reflection ability of the high-one student's mathematics problem-solving, and combine the teaching work of the day-to-day mathematical problem solving, It is found that the students' self-reflection consciousness is not rich and the reflection skill is missing in the course of solving the mathematics problem. This is not only the student's own problems, but also the factors that the teacher's guidance is weak. Based on the research and analysis of the students' ability to study the mathematical problems, this paper puts forward some strategies to cultivate the ability of the students to solve the problem. From the point of view of the students, the first is to reflect on the process of the examination, the second is to reflect the knowledge points used in the problem solving, and the third is to reflect on the method and the law of the problem solving. From the teacher's point of view, one is that the teacher should create a situation atmosphere of reflection for the students, enhance the student's body-cutting experience, and the other is that the teacher should learn the prompt of the wave and guide the students to try to use it in solving the problem, and the third is that the teacher should guide the students to set up the wrong subject to reflect the problem. The fourth is that the teacher should guide the students to summarize and solve the problem in the reflection, and the fifth is that the teacher should guide the students to reflect on the problem-solving reflection. The practice of these strategies has led to the continuous improvement of the ability of the high school students to solve the problem.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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