变式素材促进高中生函数概念学习的研究

发布时间：2018-05-24 14:29

本文选题：变式素材 + 核心素养　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着教育课程的不断改革,学生核心素养的培养成为越来越多的人关注的焦点,核心素养的培养是以学生的数学基础知识、基本技能为基础,又是凌驾于具体的数学知识、数学技能之上,体现的是数学本质和数学思想。在学习过程中,变式素材的运用是提高学生核心素养的一个主要平台。函数的概念是高中数学课程中最重要的概念之一,由其所反映的数学思想方法贯穿高中数学课堂的始终。理解函数概念的本质,掌握其所反映的数学思想方法,学会从函数观点出发,用函数的思想方法解决问题,是学生在高中阶段需要完成的重要学习任务之一,是培养学生核心素养的关键平台,但函数因其高度的抽象性而成为学生最难把握的概念之一。有鉴于此,在函数概念学习中,恰当运用变式素材,借助丰富的实例,可以让学生多角度、全方位的理解函数概念。教师要创造合适的条件,有意识的引导学生自己去发现“变”中“不变”的本质,“不变”本质中“变”的规律,进而培养学生良好的数学思维品质,从全方面提升、优化学生的核心素养,为学生学习更高难度的知识奠定基础。首先,笔者查阅了国内外大量关于变式和函数概念的文献资料,阐述了问题提出的背景,在总结当前研究现状的基础上,对变式素材引入函数概念教学进行了理论分析:先给变式素材下了定义,然后根据认知心理学观点,基于函数概念学习中运用变式素材的特点,构建了分析框架,并对变式素材进行了分类;最后阐述了变式素材运用到函数概念学习中的意义。其次,本文对变式素材促进高中生函数概念学习进行了教学策略分析,提出了变式素材的设计原则和教学策略,对函数概念学习中运用变式素材进行了可行性分析,并将其应用于实践。研究者选取了在各方面都相近的两个班级,一个作为实验班,一个作为对照班,实验前对两个班学生进行摸底测试,并对学生学习兴趣进行测试,运用SPSS软件和EXCEL软件对问卷进行统计分析,得出两个班学生对初中所学的函数知识掌握程度相当,并且学生学习兴趣几乎没有差异。然后针对函数概念学习的不同阶段,实验班引用了不同类型的变式素材,对照班采取传统授课模式,实验结束之后,再次对两个班学生掌握函数概念的程度和学习兴趣进行测试并统计分析,以了解变式素材能否提高学生学习成绩,能否提高学生学习的兴趣。最后,对实验结果进行分析和总结归纳发现,实验后对照班和实验班不论是函数概念的测试成绩还是学习兴趣测试的成绩,都存在显著性差异,并且在实验前后实验班学生学习兴趣产生了很大的变化。最后得出如下结论:第一,针对函数概念学习的不同阶段,应采取不同的方式运用变式素材;第二,变式素材促进了学生函数概念的学习,进而提高了学生的学习成绩,第三,变式素材激发了学生学习的兴趣,培养了学生的创新能力。针对分析的结果,笔者对此进行了详细的总结和深刻的教学反思,并提出了研究展望。
[Abstract]:With the continuous reform of the education curriculum, the cultivation of students' core literacy has become the focus of more and more people. The cultivation of core literacy is based on the basic knowledge of mathematics and basic skills of students, and is overriding the specific mathematical knowledge and mathematical skills, which embodies the essence of mathematics and mathematical thought. The application of material is a main platform to improve the students' core literacy. The concept of function is one of the most important concepts in the high school mathematics course. The mathematical thinking method reflected by it runs through the high school mathematics classroom. It understands the essence of the concept of function, grasps the methods of Mathematics thought, and learns from the viewpoint of function. The thought method of function is one of the important learning tasks that students need to complete in high school stage. It is the key platform for training students' core literacy. However, function is one of the most difficult concepts for students to grasp because of its high abstraction. For example, students can understand the concept of function in a wide range of angles and all directions. Teachers should create appropriate conditions and consciously guide students to discover the nature of "change" in "change" and "change" in the essence of "change", and then cultivate students' good quality of mathematical thinking and improve their core literacy from all aspects. In order to lay the foundation for the students to learn more difficult knowledge. First, the author consults a large number of documents about the concept of variable and function at home and abroad, and expounds the background of the problem. On the basis of summarizing the current research status, the author makes a theoretical analysis on the introduction of variable material into the teaching of function concept: first, the variable material is defined, and then the variable material is defined. Based on the cognitive psychology view, based on the characteristics of variable material in functional concept learning, an analytical framework is constructed, and the variable material is classified. Finally, the significance of applying variable material to the learning of function concept is expounded. Secondly, this paper makes a teaching strategy analysis on the concept learning of the variable material to promote the high middle birth function. The design principles and teaching strategies of variable material are given. The feasibility analysis of variable material in function concept learning is carried out and applied to practice. The researchers select two classes that are similar in all aspects, one as an experimental class and one as a control class, to test the two classes before the actual test and to the students. The study interest is tested, and the SPSS software and EXCEL software are used to analyze the questionnaire. The two class students have the equivalent knowledge of the function knowledge of the junior high school, and the students' interest in learning is almost no difference. Then, the different types of variable material are quoted in the different stages of the functional concept learning, and the control class is used as the control class. After the traditional teaching model, after the experiment, the two classes of students to master the degree of function and study interest are tested and statistical analysis, in order to understand whether the variable material can improve the students' learning achievement and improve the students' interest. Finally, the experiment results are analyzed and summarized, and the control class after the experiment is found. There are significant differences between the experimental class and the test result of the function concept or the learning interest test. And the study interest of the students in the experimental class before and after the experiment has been greatly changed. Finally, the following conclusions are drawn: firstly, different ways should be taken to use different forms for the different stages of the function concept learning; Two, the variant material promotes the student's function concept learning, and then improves the students' learning achievement. Third, the variable material stimulates the students' interest in learning and raises the students' creative ability. In view of the results of the analysis, the author makes a detailed summary and profound teaching reflection, and puts forward the research prospect.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】