高中数学翻转课堂达成认知水平目标的实践研究
发布时间：2018-07-31 11:27
【摘要】：翻转课堂是近些年来流行的一种教学方式,是多媒体技术发达时代的产物,它符合时代特点,深受学生的喜欢。本人身处教学一线,从事高中数学教学近十年,一直致力于打造高效课堂,提升学生认知水平的研究。本文深入研究翻转课堂如何能提高学生的认知水平,找到适合不同层次学生的具体操作方法,达到以学生发展为本的根本目的。本研究有助于改变教学观念,为翻转课堂的实施提供了可供参考的建议,有助于促进翻转课堂模式的推广。采用的研究方法包括文献研究法,调查研究法和比较研究法。借助布鲁姆认知分类法和SOLO认知分类法,实测数据研究教学中学生的认知水平达成情况。本人针对翻转课堂模式进行实践研究,进行有关翻转课堂对学生认知水平目标达成情况影响的研究,取得了大量一手材料,特别撰写了本论文。将翻转课堂与传统课堂进行对比研究,以两个单元的内容为例,包括复习课和新授课,由测试卷收集数据,统计分析,得出学生的认知水平达成情况。对学生进行调查问卷和访谈,了解学生对翻转课堂的态度,收集学生学习中的反馈和建议。文章研究了提高高中数学翻转课堂达成认知水平目标的教学策略,针对不同课型,不同教学内容,研究了教学环节设置的方法,教学反馈的时长和方式等内容,在实践中加以实施,为学生达成更高的认知水平目标服务。
[Abstract]:I am in the teaching line, engaged in high school mathematics teaching for nearly ten years, has been committed to create efficient classroom, improve students' cognitive level of research. This paper deeply studies how the flipping classroom can improve the students' cognitive level and find out the concrete operation methods suitable for the students of different levels, so as to achieve the fundamental goal of taking the students' development as the basis. This study is helpful to change the teaching concept, to provide some suggestions for the implementation of the flipping classroom, and to promote the promotion of the flipping classroom model. The research methods adopted include literature research, investigation and comparative research. With the help of Bloom's Cognitive Classification and SOLO's Cognitive Classification, the measured data were used to study the achievement of students' cognitive level in teaching. I have carried on the practice research to the flipping classroom pattern, carried on the research about the flipping classroom to the student cognition level goal achievement situation influence, has obtained a lot of first-hand materials, specially has written this thesis. The contrastive study between the flip class and the traditional classroom is carried out. Taking the contents of the two units as an example, including the revision class and the new class, the data collected from the test paper and the statistical analysis are used to obtain the students' cognitive level. Questionnaires and interviews were conducted to find out students' attitude towards flipping class and to collect feedback and suggestions. This paper studies the teaching strategies to improve the cognitive level of the high school mathematics flipping classroom. According to different classes and different teaching contents, this paper studies the methods of setting teaching links, the time and method of teaching feedback, and so on.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6;G434
本文编号：2155438
[Abstract]:I am in the teaching line, engaged in high school mathematics teaching for nearly ten years, has been committed to create efficient classroom, improve students' cognitive level of research. This paper deeply studies how the flipping classroom can improve the students' cognitive level and find out the concrete operation methods suitable for the students of different levels, so as to achieve the fundamental goal of taking the students' development as the basis. This study is helpful to change the teaching concept, to provide some suggestions for the implementation of the flipping classroom, and to promote the promotion of the flipping classroom model. The research methods adopted include literature research, investigation and comparative research. With the help of Bloom's Cognitive Classification and SOLO's Cognitive Classification, the measured data were used to study the achievement of students' cognitive level in teaching. I have carried on the practice research to the flipping classroom pattern, carried on the research about the flipping classroom to the student cognition level goal achievement situation influence, has obtained a lot of first-hand materials, specially has written this thesis. The contrastive study between the flip class and the traditional classroom is carried out. Taking the contents of the two units as an example, including the revision class and the new class, the data collected from the test paper and the statistical analysis are used to obtain the students' cognitive level. Questionnaires and interviews were conducted to find out students' attitude towards flipping class and to collect feedback and suggestions. This paper studies the teaching strategies to improve the cognitive level of the high school mathematics flipping classroom. According to different classes and different teaching contents, this paper studies the methods of setting teaching links, the time and method of teaching feedback, and so on.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6;G434
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