高中生数学解题中自我监控的培养策略研究

发布时间：2018-05-25 09:49

本文选题：高中生 + 数学解题　；参考：《合肥师范学院》2017年硕士论文

【摘要】：“问题是数学的心脏”.从某种意义上说,数学教学就是数学解题的教学.数学能力和数学素养的高低也往往与数学解题能力的高低有关,事实上数学解题能力低下的学生大量存在,这到底是什么原因造成的呢?除了学业基础和学习习惯因素外,这与数学解题中的自我监控有着密切关系.这是选择本研究课题的最初动因.数学的内容是高度抽象的,数学的推理是极其严谨的,数学的语言是非常精炼的,这就特别需要学生自我监控他们的解题过程.增强解题能力,提升解题质量,关键在于教师在数学解题教学中培养学生解题自我监控能力.而该能力的培养,不仅能让学生自我监控自己的数学解题,还能通过自我监控的迁移性提高学生整个数学学习活动的自我监控能力,从而调动学生数学学习的积极性,发挥主体作用,提高数学学习效率.当前我们对自我监控的研究源自于元认知理论,而自我监控是元认知的核心,两者从根本上来说是一致的.只有教师注重学生解题时自我监控能力的培养,并且在教学过程中注意引导,才能使学生在解题时养成自我监控的良好习惯,逐渐提高解题能力和数学素养.本研究建立在国内外诸多学者研究的基础上,综合运用文献研究法、实验观察法、问卷调查法、访谈法、SPSS统计软件分析等手段,分析当前学生的解题自我监控能力现状,并通过相关实验,形成了关于解题自我监控的培养策略,它们分别是:一、请学生讲解题目,二、注重反思解题步骤,三、注重优化解题过程,四、注重问题的引申与推广.根据本文提出的培养策略,在实验班进行一个学期的教学实验,验证策略的有效性,通过观察、访谈、问卷等形式对调查对象实施后测,与对照班对比发现,对照班学生的解题情况并没有什么变化,而使用了培养策略的实验班变化较为明显,从最开始的他控一步步实现一定程度的自我监控,解题能力显著提高.对照组和实验组在解题时自我监控方面体现出明显差异,可见提出的培养策略是较为有效的.新课标要求高中教学注重培养学生的数学素养,但在高考功利性目标驱使下,在应试教育的大环境下,数学解题无疑是数学学习中最重要的部分.要使学生拥有良好的解题能力,那么自我监控的培养是必不可少的,希望通过本文的研究,能唤醒教师、家长及社会对于数学解题自我监控能力培养的重视,让数学学习不再那么枯燥乏味,使学生解题更加高效,并为进一步培养学生的数学素养提供一些帮助.
[Abstract]:The problem is the heart of mathematics. In a sense, mathematics teaching is the teaching of mathematical problem solving. Mathematics ability and mathematics literacy are often related to the level of mathematical problem solving ability. In fact, there are a large number of students with low mathematical problem solving ability. What is the cause of this? In addition to academic basis and learning habits, this is closely related to self-monitoring in mathematical problem solving. This is the initial reason for choosing this research topic. The content of mathematics is highly abstract, the reasoning of mathematics is extremely rigorous, and the language of mathematics is very refined, which requires students to self-monitor their problem-solving process. To enhance the ability to solve problems and improve the quality of solving problems, the key lies in cultivating students' self-monitoring ability in mathematics problem solving teaching. The cultivation of this ability can not only enable students to self-monitor their own mathematical problem solving, but also improve the self-monitoring ability of students' whole mathematics learning activities through self-monitoring mobility, thus arousing students' enthusiasm in mathematics learning. Give play to the role of the main body, improve the efficiency of mathematics learning. At present, our research on self-monitoring originates from metacognitive theory, and self-monitoring is the core of metacognition. Only when teachers pay attention to the cultivation of students' self-monitoring ability in solving problems, and pay attention to guidance in the teaching process, can students form a good habit of self-monitoring in solving problems, and gradually improve their ability to solve problems and mathematics literacy. Based on the research of many scholars at home and abroad, the present situation of students' self-monitoring ability in solving problems is analyzed by means of literature research, experimental observation, questionnaire survey and SPSS statistical software analysis. And through the relevant experiments, the training strategies of self-monitoring about solving problems are formed. They are: first, ask students to explain the problems, second, pay attention to the steps of solving problems, third, pay attention to optimizing the process of solving problems, fourth, pay attention to the extension and promotion of problems. According to the training strategy proposed in this paper, a semester teaching experiment was carried out in the experimental class to verify the effectiveness of the strategy. By means of observation, interview, questionnaire and other forms, the subjects were tested and compared with the control class. There was no change in the situation of the students in the control class, but the change of the experimental class with the training strategy was obvious. From the beginning, he control realized a certain degree of self-monitoring step by step, and the ability of solving the problem was improved significantly. The control group and the experimental group showed obvious differences in self-monitoring in solving problems, which showed that the proposed training strategy was more effective. The new curriculum standard requires high school teaching to pay attention to the cultivation of students' mathematical literacy, but driven by the utilitarian goal of the college entrance examination, mathematics problem solving is undoubtedly the most important part in mathematics learning under the general environment of exam-oriented education. In order to make students have good ability to solve problems, the cultivation of self-monitoring is essential. It is hoped that through the research in this paper, teachers, parents and society will attach importance to the cultivation of self-monitoring ability in mathematical problem solving. Make mathematics learning less boring, make students more efficient in solving problems, and provide some help for further development of students' mathematics literacy.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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