高中学生数学语言转换能力调查研究

发布时间：2018-06-12 09:05

本文选题：数学语言转换 + 数学语言　；参考：《云南师范大学》2017年硕士论文

【摘要】：数学概念、定义、定理是用数学语言来表述的,而且大部分概念、定义、定理都会用三种数学语言表述。教师课堂上需要用数学语言来交流,学生解题的过程就是进行数学语言转换的过程,所以数学语言转换在数学学习中至关重要。学生解题过程中,读不懂题目的原因往往是不理解相应的数学语言或是不会将相应的数学语言进行转换。由于高中数学知识点增多、教师数学语言不规范、教师对学生数学语言转换能力缺少培养策略原因,使得学生的数学语言转换能力偏低。该研究以玉溪市第一中学高一、高二学生作为研究对象,将数学语言转换能力分为6个维度,结合SOLO分类理论,对“高中学生数学语言转换能力水平”进行调查研究。采用文献法、调查法、访谈法和课堂观察法为研究工具,主要研究以下三个问题:高中学生的数学语言转换能力水平?影响高中学生数学语言转换能力的因素有哪些?如何培养学生的数学语言转换能力?通过调查得到以下结论:从总体上来说,高中学生的数学语言转换能力水平并不高,在6个一级维度上,学生的图形语言转换成符号语言的能力最好,其次是文字语言与符号语言的互换能力;学生的文字语言转换成图形语言,符号语言转换成图形语言的能力最差;男生和女生在每个维度的数学语言语言转换能力并没有表现出明显的差异;高二年级学生在各个维度的语言转换能力都高于高一年级学生。有5个维度高二年级的语言转换能力高出高一年级十多个百分点。学生的数学语言转换能力与学生的数学成绩存在显著性的正相关关系。说明提高学生的数学语言转换能力可提高学生的数学成绩。基于以上的调查结论,论文将结合数学学科特点、教师的教学方式、高中学生的学习习惯三个方面,分析影响高中学生数学语言转换能力水平的因素,并提出了三点教学策略,给出了三个典型的教学案例设计,以便一线数学教师参考和借鉴。
[Abstract]:Mathematical concepts, definitions, theorems are expressed in mathematical languages, and most concepts, definitions, theorems are expressed in three mathematical languages. Teachers need to communicate with mathematical language in class. The process of students' problem solving is the process of mathematical language conversion, so the transformation of mathematical language is very important in mathematics learning. In the process of solving a problem, the reason why students can not understand the problem is that they do not understand the corresponding mathematical language or do not change the corresponding mathematical language. Due to the increase of mathematics knowledge points in senior high school, the non-standard mathematics language of teachers, and the lack of training strategies for students' mathematical language conversion ability, the students' mathematical language conversion ability is on the low side. In this study, the students of Grade one and Grade two in the first Middle School of Yuxi City were taken as the research objects, the ability of mathematical language conversion was divided into six dimensions, and the level of mathematical language conversion ability of senior high school students was investigated in combination with the theory of Solo classification. Using literature, investigation, interview and classroom observation as the research tools, this paper mainly studies the following three questions: the level of high school students' ability of mathematical language conversion? What are the factors that affect the ability of high school students' mathematical language conversion? How to cultivate students' ability of mathematical language conversion? Through the investigation, the following conclusions are drawn: generally speaking, the ability of high school students to convert mathematical language is not high, and the ability of transforming graphics language into symbolic language is the best in the six first-level dimensions. The second is the interchanging ability of character language and symbol language, the students' ability of transforming character language into graphic language, and the ability of symbol language into graphic language is the worst. There is no significant difference between boys and girls in the ability of mathematical language conversion in each dimension; the language conversion ability of senior two students in each dimension is higher than that of senior one students. In five dimensions, the language conversion ability of grade two is more than ten percentage points higher than that of grade one. There is a significant positive correlation between students' mathematical language conversion ability and students' mathematics achievement. It is shown that improving students' ability of language conversion in mathematics can improve students' achievement in mathematics. Based on the above findings, this paper will analyze the factors that affect the students' ability of language conversion in mathematics from three aspects: the characteristics of mathematics, the teaching methods of teachers and the study habits of senior high school students, and put forward three teaching strategies. Three typical teaching case designs are given for reference and reference of first-line mathematics teachers.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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