高中数学章节复习课现状调查与研究

发布时间：2018-05-02 08:08

本文选题：高中数学 + 章节复习课　；参考：《河北师范大学》2017年硕士论文

【摘要】：章节复习课作为高中数学课堂教学的重要课型之一,其主要任务是立足于基础知识与基本方法,通过梳理、归纳,帮助学生将头脑中零散的数学知识相互连接起来,建构系统的知识结构,并通过典型例题的教学,总结解题方法、提炼数学思想,深化学生对数学本质的认识与理解,从而提高学生综合运用知识解决问题的能力。然而在当前的数学学习中,高中生普遍存在“一听就懂,一看就会,一做就错”的现象。这不仅反映出了学生对基本知识的掌握较为零散,没有建构系统的认知结构的情况,也折射出了学生的思维能力较差,不能灵活运用所学知识与技能的问题。而作为教学的主导者,教师在章节复习课的任务是帮助学生建构知识体系,指导学生总结思想方法,提高综合运用知识解决问题的能力。以上现象的产生说明了当前章节复习课教学存在着一些问题,这些问题与教师也有着很大的关联,使得学生的复习效果难以达到理想的目标。因此,为改善复习课现状、提高学生复习效率,本文从教师的角度出发,对当前高中数学章节复习课现状进行了调查与研究。主要研究内容为:(1)教师对高中数学章节复习课教学的认识与目标定位;(2)教师对高中数学章节复习课的设计过程;(3)高中数学章节复习课课堂教学的一般模式;(4)高中数学章节复习课教学过程中存在的优点与不足。最后,针对章节复习课中存在的问题提出具体的建议。通过问卷调查与案例分析,得到了当前章节复习课教学的三点优势与五点不足,其中优势有:(1)教师对章节复习课的目标定位明确;(2)章节复习课教学结构趋同化,教师力求模式创新;(3)在注重知识基础性的同时,也注重培养学生的解题能力。不足有:(1)教师对章节复习课的目标定位与实际教学重点不符;(2)知识梳理教学以简单重复为主要形式,忽视知识网络的建构;(3)过于注重题型训练,忽视对数学知识的深入理解;(4)过于忽视课堂小结环节;(5)学生参与度不高,主体地位未能真正体现。最后本文针对这些不足,从知识梳理教学、例题分析教学与归纳小结教学三个方面提出了具体的教学建议:(1)运用思维导图帮助学生系统梳理知识,建构知识网络,加强知识梳理教学;(2)利用“综合练习”与“变式训练”对学生进行问题解决的教学,深化学生对知识的理解,提高学生灵活运用知识的能力。(3)落足于强调要点、提炼思想的基本点,精心设置小结环节,培养学生题后反思习惯。
[Abstract]:Chapter review is one of the most important classes in mathematics teaching in senior high school. Its main task is to base on the basic knowledge and methods, and to help students connect the scattered mathematical knowledge in their minds by combing and summing up. The knowledge structure of the system is constructed, and through the teaching of typical examples, the methods of solving problems are summed up, the mathematics ideas are refined, and the students' understanding and understanding of the essence of mathematics are deepened, so as to improve the students' ability to solve problems with comprehensive application of knowledge. However, in the current mathematics study, high school students generally exist the phenomenon of "understand as soon as they understand, and do wrong as soon as they read". This not only reflects the students' scattered grasp of basic knowledge and does not construct the cognitive structure of the system, but also reflects the problem that the students' thinking ability is poor and they can not use the knowledge and skills they have learned flexibly. As the leader of the teaching, the task of the teacher in the chapter review class is to help the students to construct the knowledge system, to guide the students to sum up the thought method, and to improve the ability of solving problems with the comprehensive application of knowledge. The above phenomenon shows that there are some problems in the current chapter review lesson teaching, which are also closely related to the teachers, which makes the students' review effect difficult to reach the ideal goal. Therefore, in order to improve the current situation of the review class and improve the students' review efficiency, this paper makes an investigation and research on the current situation of the review class of mathematics chapters in senior high school from the perspective of the teachers. The main contents of this study are: (1) the teacher's understanding and objective orientation of the senior high school mathematics chapter review lesson; (2) the teacher's design process of the senior high school mathematics chapter review lesson; (3) the general model of the high school mathematics chapter review lesson classroom teaching. The advantages and disadvantages of the mathematics chapter review course teaching process. Finally, specific suggestions are put forward for the problems existing in the chapter review class. Through questionnaire investigation and case analysis, three advantages and five disadvantages of current chapter review class teaching are obtained. Among them, one of the advantages is: 1) the teacher has a clear orientation to the chapter review lesson, and 2) the structure of the chapter review lesson teaching structure converges. Teachers try hard to innovate the model and pay attention to the foundation of knowledge as well as to cultivate students' ability to solve problems. (2) the main form of knowledge combing and teaching is simple repetition, neglecting the construction of knowledge network, and paying too much attention to question type training. Neglecting the deep understanding of mathematical knowledge (4) neglecting the classroom summary is not high degree of student participation, the status of the main body can not be truly reflected. Finally, aiming at these shortcomings, this paper puts forward concrete teaching suggestions from three aspects of knowledge combing teaching, example analysis teaching and inductive summary teaching) using thinking map to help students systematically comb knowledge and construct knowledge network. Strengthening the teaching of knowledge combing and teaching (2) using "comprehensive exercise" and "variant training" to teach students to solve problems, deepening students' understanding of knowledge and improving students' ability to use knowledge flexibly. Refine the basic points of thought, carefully set up summary links, cultivate students after the reflection habit.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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