基于建构主义的数学中层生高中函数教学策略研究

发布时间：2018-06-07 19:10

本文选题：建构主义 + 中层生　；参考：《广州大学》2017年硕士论文

【摘要】：随着当今世界教育技术的飞速发展,一直强调“以学生为中心”的建构主义理论在基础教育领域的影响也越来越深远。如今我国即将迎来新一轮的高中数学课程改革,结合本地区实施分层次教学的情况,如何将建构主义教育理论有效的应用在具体的数学课程教学实践中是本文的研究重点。本文选取了在分层教学中易于被教育者忽视的中层生群体作为研究对象,并以高中数学课程中占据着重要地位的函数课程作为具体研究内容,围绕建构主义理论的学习观、教学观、知识观等重要思想,从知识体系建构、思想方法建构、学习环境设计、协作学习、信息化教学等方面综合论证,把“情境、交流、意义建构”等核心思想具体化。在研究中,本文除了运用文献研究法对理论进行深入研究,还综合运用了问卷调查、案例分析、实验研究和对比研究等多种研究方法对教学实践过程进行定量定性的科学研究。首先通过在本地区的高中生中进行各层次学生数学学习的问卷调查,获知中层生在高中学习数学的现状;然后通过大量的教学案例分析,探索如何对中层生实施基于建构主义理论的教学,并采用评价量表和统计软件对教学实验中某些教学策略的效果进行科学的分析论证。在具体的研究过程中,本文通过分析中层生的特征,采用合适的教学手段、教学方法优化高中函数课程的教学,由内到外系统的实施学生学习的建构过程。在“支架式”、“抛锚式”的教学中精心制定符合中层生认知结构的教学策略,并结合具体的函数教学案例对教学策略进行探索和论述,最终总结归纳出三个原则性的结论:(1)教学策略的制定要始终要以中层生的个体差异作为必要的前提条件;(2)教师在引导学生进行自身的内部建构时,应根据不同的学习内容和学习环节来制定相应的教学策略;(3)在使用辅助手段实施建构教学时,应以学生的兴趣、情感等非智力因素为考虑前提。其中在函数教学中所总结的教学策略基本上都涉及到教学目标的制定、教学情境创设、学习支架设置、变式题组训练、思想方法培养、指导学习策略和强化非智力因素等多方面。由于本研究所采用的研究方法不够全面,实证数据还不够丰富,所得结论的评价设计方面也可能存在不足,因此结论的实用性还有待继续完善。但是本文总结得出的教学策略可以尝试推广到其他数学课程的教学,而且迁移到其他层次学生的教学,为一线数学教师开展“以人为本”的教学提供方法策略层面上的参考,丰富了建构主义理论在高中数学课程中的实践经验,同时对学校自身在教学改革方面的实施也有重要的实践意义。
[Abstract]:With the rapid development of educational technology in the world today, the constructivist theory of "student-centered" has a more and more profound influence in the field of basic education. Now our country is about to usher in a new round of high school mathematics curriculum reform, combined with the implementation of hierarchical teaching in this area, how to effectively apply constructivism education theory in the specific mathematics curriculum teaching practice is the focus of this paper. This paper selects the middle class students who are easy to be neglected by educators in the stratified teaching as the research object, and takes the function course, which occupies an important position in the mathematics curriculum of senior high school, as the concrete research content, and revolves around the learning view of constructivism theory. The important ideas of teaching and knowledge, such as the construction of knowledge system, the construction of thought method, the design of learning environment, the cooperative study, the information teaching, etc., have concretized the core thoughts such as "situation, communication, meaning construction" and so on. In the research, this paper not only uses the literature research method to carry on the thorough research to the theory, but also synthetically uses the questionnaire survey, the case analysis, the experiment research and the contrast research and so on many kinds of research methods carries on the quantitative qualitative scientific research to the teaching practice process. First of all, through a questionnaire survey on mathematics learning among senior high school students in this area, we can find out the current situation of middle school students studying mathematics in senior high school, and then through a large number of teaching cases analysis, This paper explores how to carry out constructivist teaching for middle level students, and uses evaluation scale and statistical software to scientifically analyze and demonstrate the effects of some teaching strategies in teaching experiments. In the specific research process, this paper analyzes the characteristics of middle-level students, adopts appropriate teaching methods, optimizes the teaching of function courses in senior high schools, and implements the construction process of students' learning from inside to outside. In the teaching of "scaffolding" and "anchor", the teaching strategies which accord with the cognitive structure of middle students are carefully formulated, and the teaching strategies are explored and discussed in combination with specific functional teaching cases. Finally, it concludes three conclusions of principle: 1) the formulation of teaching strategy should always take the individual difference of middle level students as the necessary prerequisite. 2) the teacher should guide the students to construct their own internal structure. The corresponding teaching strategies should be formulated according to different learning contents and learning links. When using auxiliary means to implement constructional teaching, non-intelligence factors such as students' interest and emotion should be taken into account. Among them, the teaching strategies summarized in function teaching are basically related to the formulation of teaching objectives, the creation of teaching situations, the setting of learning scaffolds, the training of variant problem groups, and the cultivation of ideas and methods. Guide learning strategies and strengthen non-intellectual factors and so on. Because the research method used in this study is not comprehensive, the empirical data is not enough, and the evaluation and design of the conclusions may be insufficient, the practicability of the conclusions needs to be further improved. However, the teaching strategies summarized in this paper can be extended to the teaching of other mathematics courses, and transferred to the teaching of students at other levels, which can provide a reference for first-line mathematics teachers to carry out "people-oriented" teaching methods and strategies. It enriches the practical experience of constructivism theory in high school mathematics curriculum, and also has important practical significance for the implementation of teaching reform in the school itself.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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