高中微积分支架式教学的实验研究

发布时间：2018-01-13 19:09

本文关键词：高中微积分支架式教学的实验研究　出处：《重庆三峡学院》2017年硕士论文　论文类型：学位论文

【摘要】：支架式教学模式是源于维果斯基的最近发展区理论,其实质是消除学生解决问题时的实际发展水平与在教师(或更有能力者)指导下解决问题的潜在发展水平之间的差异,不断提升学生的智力水平和解决问题的能力。支架式教学的研究引起了的国内外学者的广泛关注,但其研究主要集中在偏低年龄段以及语言学科等,研究重点主要放在支架式教学模式的概念、支架类型、实施原则及案例分析等,针对高中数学教育的研究相对较少,特别是对支架式教学模式的课堂评价研究更是少见。本文采用实验研究。通过教育实习和见习的机会深入到教学一线,我们对重庆市万州区的三个不同层次的学校进行调查和研究,每个学校选取两个班级作为研究对象,两个班的男女比例、学习成绩等方面比较接近,无显著差异。在对支架式教学的实际操作过程中,我们与一线教师共同商讨制定了支架式教学课堂评价的指标体系,确定了评价指标权重的分配,并采用"多层次综合评判模型"对支架式课堂教学效果进行评定,以便于及时做出相应的调整。由于高中微积分内容安排在高二下学期,约24课时,所以教学实验从2017年2月中旬到3月中旬,为期一个月。根据研究可获得如下结论:1、支架式教学能体现"以学生为主体,以教师为主导"的理念;2、支架式教学有利于提高学生的数学核心素养;3、支架式教学有利于有效的管理课堂;4、支架式教学有利于学生完成社会化过程。综上,通过对支架式教学的理论、高中微积分教学内容、高中数学课程教学改革进行分析,并对高中学生的认知发展规律以及高中教师专业发展的特点进行研究,我们发现支架式教学模式对高中微积分教学有很高的适用度。通过教学实验对高中数学教学中实施支架式教学模式提出如下教学建议:(1)明确实施支架式教学的关键因素;(2)精准掌握学生的最近发展区;(3)搭建合适的"好支架";(4)准确理解并运用支架式教学,灵活选择教学方法。希望通过此研究能丰富支架式教学理论,提高教师的教学水平,为高中数学课程改革提供一定的参考。
[Abstract]:The scaffolding teaching model is derived from Vygoski's theory of the proximal development zone. Its essence is to eliminate the difference between the students' actual development level in problem-solving and the potential development level of problem-solving under the guidance of teachers (or more capable persons). The research of scaffolding teaching has aroused the widespread concern of scholars at home and abroad, but its research is mainly focused on the low age and language subjects and so on. The research focuses on the concept of scaffolding teaching model, scaffolding types, implementation principles and case analysis, etc., and the research on mathematics education in senior high school is relatively less. In particular, the research on classroom evaluation of scaffolding teaching model is more rare. This paper adopts experimental research. Through the opportunity of teaching practice and probation, it goes deep into the front line of teaching. We investigate and study three different levels of schools in Wanzhou District of Chongqing. Each school selects two classes as the research object, the ratio of boys and girls in the two classes and the academic achievement are similar. There is no significant difference. In the actual operation of scaffolding teaching, we have worked out the evaluation index system of scaffolding teaching classroom with the first line teachers, and determined the distribution of evaluation index weight. And the "multi-level comprehensive evaluation model" is used to evaluate the effect of scaffolding classroom teaching, so as to make timely adjustments. As the content of calculus in senior high school is arranged in the second semester of senior high school, about 24 class hours. From middle of February 2017 to middle of March, the teaching experiment lasted for one month. According to the research, we can get the following conclusion: 1, the scaffolding teaching can embody the idea of "taking students as the main body and teachers as the leading factor"; 2. Scaffolding teaching is helpful to improve the students' core accomplishment of mathematics; 3. Scaffolding teaching is beneficial to the effective management of classroom. 4. Scaffolding teaching is helpful for students to complete the socialization process. In summary, the author analyzes the theory of scaffolding teaching, the content of calculus teaching in senior high school, and the teaching reform of mathematics course in senior high school. And to the high school student cognition development rule and the high school teacher professional development characteristic carries on the research. We find that the scaffolding teaching model has a high degree of applicability to the teaching of calculus in senior high school. Through the teaching experiment, the author puts forward the following teaching suggestion: 1: 1 for the implementation of the scaffold teaching mode in senior high school mathematics teaching. Make clear the key factors of the implementation of scaffolding teaching; 2) mastering the students' proximal development area accurately; (3) setting up suitable "good support"; It is hoped that this study can enrich the theory of scaffolding teaching, improve the teaching level of teachers and provide a certain reference for the reform of mathematics curriculum in senior high school.
【学位授予单位】：重庆三峡学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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