基于学生角色转换的初中数学复习课学习策略研究

发布时间：2018-01-13 13:31

本文关键词：基于学生角色转换的初中数学复习课学习策略研究　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：数学复习课是常见的一种课型,它既要对学生前面的学习进行查漏补缺,又要注重学生的能力培养,尤其是解题能力的培养,除了注重学生的知识获得,更要注重学生全面素质的提高。通过调查发现,传统的初中数学复习课,一般都是由教师在讲台上进行不停地讲解,教师对学生的要求就是认真听讲、认真做笔记、大量做题等,学生完全处在被动的角色,再加上教师在上复习课前也没有对学生有一个深入的了解,以至于复习课就是不停地重复讲解,而学生也是不停地忘记;在复习课中,教师的重复讲解带来的结果就是学生的思路完全是围着教师转,学生基本上没有多少思考的余地,有些学生会做题也只是简单的模仿。这样的复习课,抑制了学生的主动性,不利于学生的发展和提高。因此,这样的状况急需改变。新时代的复习课应该是以学生为主体,教学中一切活动都要以学生的积极参与为主来展开,复习课除了让学生对数学知识有所获得之外,还要注重培养和提高学生其他各方面的能力。学生变为主体可以充当的角色主要有:研究者的角色、探索者的角色、设计者的角色及合作者的角色等。本文就是将学生置于主体地位,在初中数学复习课中扮演这些不同的角色。本文通过对学生调查分析和对教师访谈对现阶段初中学生的复习课进行调查,调查结果凸显出了一些问题:学生在课堂中完全是被动角色;学生在课堂中的参与度很低;在复习课当中教师只是关注学生获得知识的多少,而忽略了其他方面的能力等等。紧接着对存在的问题进行了原因分析:教师对课程标准解读不够深入;教师对复习课的不重视导致了学生的不重视;复习课的教学方法过于单一;教师一味地让学生练习题目,忽视了解题技巧和方法的传授等。最后根据这些问题和原因提出了一些基于学生角色转换的初中数学复习课策略,提出的策略均是以学生为主,通过让学生构建思维导图、自主编题、分析问题和小组合作的方法来提高复习课效率。
[Abstract]:The mathematics review lesson is a kind of common class type, it not only needs to check the students' front study to make up the deficiency, but also must pay attention to the student's ability cultivation, especially the ability to solve the problem, besides paying attention to the student's knowledge acquisition. More attention should be paid to the improvement of students' overall quality. Through the investigation, it is found that the traditional middle school mathematics review classes are generally explained by teachers on the platform, teachers' requirements for students is to listen carefully. Take notes carefully, do a lot of questions and so on, students are completely in a passive role, plus the teacher did not have a deep understanding of the students before the review class, so that the review class is repeatedly explained. And the students keep forgetting; In the recitation class, the result of the repeated explanation of the teacher is that the students' thinking is completely revolved around the teacher, and the students basically have no much room to think about. Some students will do the problem is only a simple imitation. Such a review class, inhibit the initiative of students, is not conducive to the development and improvement of students. This situation is in urgent need of change. The new era of review classes should be student-oriented, all activities in teaching should be based on the active participation of students, in addition to let students get some knowledge of mathematics. We should also pay attention to cultivating and improving students' ability in other aspects. The main roles students can play are: the role of the researcher and the role of the seeker. The role of the designer and the role of the collaborator. This article is to put students in the main position. In the middle school mathematics review class plays these different roles. This article through the student investigation and analysis and the teacher interview to the present stage junior high school student review class investigation carries on the investigation. The results of the investigation highlight some problems: the students are completely passive in the classroom; The participation of students in class is very low; In the recitation class, the teacher only pays attention to the number of students' acquiring knowledge, but neglects the ability of other aspects and so on. Then, it analyzes the causes of the existing problems: the teachers' understanding of curriculum standards is not deep enough; Teachers do not pay attention to the review class, leading to the students do not pay attention to; The teaching method of revision course is too single; Teachers blindly let students practice problems, ignoring the teaching of problem-solving skills and methods. Finally, according to these problems and reasons, some junior high school mathematics review strategies based on the conversion of students' roles are put forward. The strategies put forward are student-oriented, which can improve the efficiency of reviewing classes by making students construct mental map, self-editor of problems, analysis of problems and cooperation of groups.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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