高中数学探究性课堂教学策略的研究

发布时间：2018-05-23 14:03

本文选题：高中数学 + 数学课堂　；参考：《华中师范大学》2017年硕士论文

【摘要】：我国新一轮课程改革把探究性学习放在了至关重要的地位,但是从一些关于探究性学习的的论文、期刊、著作以及调查、访谈、课堂观察的情况来看,有些教师对探究性教学的认识和理解还不够全面、流于形式,虽然有些教师也已经认识到探究性课堂教学的重要性,但由于各种主观和客观原因,没有落实到实处。本文主要是针对以上探究性课堂教学存在的问题进行探讨,分析其形成的原因,并提出具体可行的探究性教学策略,希望为教育研究者和广大一线教师提供参考和借鉴。本文采用文献综述法追溯国内外有关探究性学习的思想理论和实践,在此基础上总结研究的不足和进一步研究的方向,提出自己的一些看法;通过课堂观察、问卷、课下交谈的形式了解在真实课堂教学中探究性教学方式的实施现状,分析有关学生能够进行探究性学习的几个重要因素,调查学生对探究性课堂教学的期望,并从学生期望的探究性课堂教学和教师实际的课堂教学之间寻找差距;最后针对问卷中出现的问题并结合探究性理论提出了探究性课堂教学策略;为了深化对探究性课堂教学策略的理解,本文最后采用案例分析法,提供了一个探究性教学的案例,并分析每一个教学过程中学生是如何探究知识的发生、发展和形成。本文研究的主要结论是对国内外有关探究性课堂教学的理论和实践研究进行了较为全面的文献综述,对有关探究性课堂教学的概念进行界定,提出了有针对性、可操作的探究性课堂教学的策略,并且展望探究性课堂教学在今后发展中应该注意的问题。
[Abstract]:The new round of curriculum reform in China has placed inquiry learning in a crucial position. However, from some papers, periodicals, works, surveys, interviews and classroom observations on inquiry learning, Some teachers' understanding and understanding of inquiry teaching is not comprehensive enough, but it is merely a formality. Although some teachers have realized the importance of inquiry classroom teaching, they have not been put into practice because of various subjective and objective reasons. This article mainly aims at the above inquiry classroom teaching existing question carries on the discussion, analyzes its formation reason, and puts forward the concrete feasible inquiry teaching strategy, hopes to provide the reference and the reference for the education researcher and the vast number of front-line teachers. This article uses the literature review method to trace back the thought theory and the practice about the inquiry learning at home and abroad, on this basis summarizes the research insufficiency and the further research direction, puts forward some own views, through the classroom observation, the questionnaire, The form of conversation after class is to understand the current situation of the implementation of inquiry teaching in real classroom teaching, to analyze several important factors that students can carry out inquiry learning, and to investigate students' expectation of inquiry classroom teaching. Finally, the author tries to find the gap between the inquiry classroom teaching expected by the students and the teachers' actual classroom teaching, and finally puts forward the inquiry classroom teaching strategies according to the problems in the questionnaire and the inquiry theory. In order to deepen the understanding of inquiry classroom teaching strategy, this paper uses case analysis method to provide a case of inquiry teaching, and analyzes how students explore the occurrence, development and formation of knowledge in each teaching process. The main conclusion of this paper is to make a comprehensive literature review of the theoretical and practical research on inquiry classroom teaching at home and abroad, to define the concept of inquiry classroom teaching, and to put forward some pertinence. The strategies of operable inquiry classroom teaching and the problems that should be paid attention to in the future development of inquiry classroom teaching are prospected.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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