培养高中生提出数学问题能力的策略研究
发布时间：2019-07-08 19:33
【摘要】：“数学问题提出”是国内外专家学者非常关注的课题。学生的提出数学问题能力,无论社会需求还是个人发展都很重要。我国逐渐开始重视培养学生提出数学问题的能力,除了在课程标准中做了要求之外,很多研究者进行了调查研究和实践。但是国内外已有的关于数学问题提出能力的研究主要集中在义务教育阶段,对于高中生提出数学问题能力的关注很少,所以本课题聚焦我国的高中生,探究培养高中生提出数学问题能力的策略。基于上述认识,本课题利用文献法、访谈法、问卷调查法等研究方法,对高中生提出数学问题能力的现状及影响因素进行探索,进而提出培养策略。本课题具体的研究过程和研究结论如下：首先,通过研究大量相关文献,明晰当前对于提出数学问题能力的研究进程、研究价值和理论依据。其次,本课题设计了三个调查,分别是教师访谈、学生提出数学问题能力测试以及对学生问卷调查。经过数据分析得出结论：教师能够认识到培养学生提出问题能力的重要性,但是在如何培养的策略上以及真正的教学行为上,并没有凸显出对学生提出问题能力的培养。高中生提出的数学问题还处于低级水平,提出问题的思考角度单一,运用的方法也大致相同,无论是从数量还是质量上都不乐观。造成这种现状的原因可以从个人因素和外界因素来看。个人方面,学生本身缺乏质疑精神和探究心理；没有反思的习惯；有服从权威、怕被嘲笑等消极的心理等。外界因素主要是教师的态度和行为,学生提出问题后没能得到有效积极地反馈,而且没有相应的方法指导等。基于以上调查研究,本课题建构培养高中生提出数学问题能力的培养模型。本课题提出对高中生提出数学问题能力的培养可以分为以下四个部分：激发学生提出数学问题——培养学生提出数学问题习惯——教授学生提出数学问题方法——激励学生提出数学问题。
[Abstract]:Mathematical problem proposal is a subject of great concern to experts and scholars at home and abroad. Students' ability to ask mathematical questions is very important, both in terms of social needs and personal development. Our country has gradually begun to pay attention to the cultivation of students' ability to ask mathematical problems. In addition to the requirements in the curriculum standards, many researchers have carried out investigation and practice. However, the existing research on the ability to put forward mathematical problems at home and abroad is mainly focused on the stage of compulsory education, and little attention has been paid to the ability of senior high school students to put forward mathematical problems, so this paper focuses on the senior high school students in our country and explores the strategies to cultivate the ability of senior high school students to put forward mathematical problems. Based on the above understanding, this paper uses literature method, interview method, questionnaire survey and other research methods to explore the current situation and influencing factors of senior high school students' ability to put forward mathematical problems, and then put forward training strategies. The specific research process and conclusions of this subject are as follows: first of all, through the study of a large number of relevant literature, clear the current research process for the ability to put forward mathematical problems, research value and theoretical basis. Secondly, three surveys are designed, which are teacher interviews, students' ability to put forward mathematical questions and questionnaires. Through data analysis, it is concluded that teachers can realize the importance of cultivating students' ability to ask questions, but in terms of how to cultivate strategies and real teaching behavior, they do not highlight the cultivation of students' ability to ask questions. The mathematical problems put forward by senior high school students are still at the low level, the thinking angle of asking questions is single, and the methods used are about the same, no matter in terms of quantity or quality, they are not optimistic. The reasons for this situation can be seen from personal and external factors. Personally, the students themselves lack the spirit of questioning and inquiry; there is no habit of reflection; there are negative psychology such as obedience to authority, fear of being laughed at, and so on. The external factors are mainly the attitude and behavior of teachers, students can not get effective and positive feedback after asking questions, and there is no corresponding method guidance and so on. Based on the above investigation and research, this paper constructs a training model to cultivate the ability of senior high school students to put forward mathematical problems. This paper puts forward that the cultivation of senior high school students' ability to put forward mathematical problems can be divided into the following four parts: arousing students to put forward mathematical problems, cultivating students' habit of putting forward mathematical problems, teaching students to put forward mathematical problems, and motivating students to put forward mathematical problems.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2511824
[Abstract]:Mathematical problem proposal is a subject of great concern to experts and scholars at home and abroad. Students' ability to ask mathematical questions is very important, both in terms of social needs and personal development. Our country has gradually begun to pay attention to the cultivation of students' ability to ask mathematical problems. In addition to the requirements in the curriculum standards, many researchers have carried out investigation and practice. However, the existing research on the ability to put forward mathematical problems at home and abroad is mainly focused on the stage of compulsory education, and little attention has been paid to the ability of senior high school students to put forward mathematical problems, so this paper focuses on the senior high school students in our country and explores the strategies to cultivate the ability of senior high school students to put forward mathematical problems. Based on the above understanding, this paper uses literature method, interview method, questionnaire survey and other research methods to explore the current situation and influencing factors of senior high school students' ability to put forward mathematical problems, and then put forward training strategies. The specific research process and conclusions of this subject are as follows: first of all, through the study of a large number of relevant literature, clear the current research process for the ability to put forward mathematical problems, research value and theoretical basis. Secondly, three surveys are designed, which are teacher interviews, students' ability to put forward mathematical questions and questionnaires. Through data analysis, it is concluded that teachers can realize the importance of cultivating students' ability to ask questions, but in terms of how to cultivate strategies and real teaching behavior, they do not highlight the cultivation of students' ability to ask questions. The mathematical problems put forward by senior high school students are still at the low level, the thinking angle of asking questions is single, and the methods used are about the same, no matter in terms of quantity or quality, they are not optimistic. The reasons for this situation can be seen from personal and external factors. Personally, the students themselves lack the spirit of questioning and inquiry; there is no habit of reflection; there are negative psychology such as obedience to authority, fear of being laughed at, and so on. The external factors are mainly the attitude and behavior of teachers, students can not get effective and positive feedback after asking questions, and there is no corresponding method guidance and so on. Based on the above investigation and research, this paper constructs a training model to cultivate the ability of senior high school students to put forward mathematical problems. This paper puts forward that the cultivation of senior high school students' ability to put forward mathematical problems can be divided into the following four parts: arousing students to put forward mathematical problems, cultivating students' habit of putting forward mathematical problems, teaching students to put forward mathematical problems, and motivating students to put forward mathematical problems.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
【引证文献】
相关硕士学位论文 前3条
1 路达;支架式教学模式下高一化学教学设计研究与应用[D];内蒙古师范大学;2018年
2 郭淑惠;高一学生提出物理问题水平研究[D];河南大学;2018年
3 钟彩容;高中生数学问题提出能力影响因素研究[D];云南师范大学;2018年
，本文编号：2511824
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