基于“探究坡度”视角下数学探究式教学案例研究

发布时间：2018-06-14 14:26

本文选题：“探究坡度” + 数学探究式教学　；参考：《江西师范大学》2017年硕士论文

【摘要】：传统的数学课堂教学往往注重以教师、教材、课堂为中心,教学过程中缺乏师生和生生之间的互动与合作交流,不利于培养学生的创新意识、发散思维和实践能力.而数学探究式教学体现出来的优势让它得到了广泛的应用,但同时暴露出来的问题也越来越多,其中之一就是关于在探究式教学中该如何设计“探究坡度”的问题.在探究式教学过程中,如果“探究坡度”设计的过大,让学生的思考空间广阔而没有边界,导致学生思考没有方向甚至打消学生探究的积极性;若是“探究坡度”设计的过小,则限制了学生的探究空间,不利于对学生思维能力的培养.通过控制因素变量的方法对教学案例进行对比分析发现:(1)在设置“探究坡度”时容易忽视学生程度因素,有的教学中没有做到针对同样的教学内容根据不同的学生对象来扩大或者缩小“探究坡度”,不能在学生的最近发展区内提问,直接导致学生在课堂上的“惰性”状态,错失探究机会;(2)不顾教学内容的难易,始终设置相同难度的“探究坡度”,即教师面对同样的教学对象,不管教学问题是难还是易,提供给学生的“教学支架”永远是一样多;(3)有时候教师没有考虑到上课的时间成本问题,一味的追求对某个问题进行深入的探究,导致课堂延时,造成“虎头蛇尾”的现象.所以我认为,在设置“探究坡度”的时候应该注意的有:首先,在设计探究提问的时候要依据探究疑惑问、依据学生发展问、依教学路线问、依探究核心问;其次,提出的探究性问题应该具有引导性、开放性、序列性、转换性、等待性等特征.在论文的最后,针对设置“探究坡度”的三因素设计出具体的教学案例,力求为数学“探究坡度”的设置研究添砖加瓦.
[Abstract]:The traditional mathematics classroom teaching often pays attention to the teacher, the teaching material, the classroom as the center, in the teaching process lacks the interaction and the cooperation exchange between the teacher and the student, is unfavorable to the cultivation student's innovation consciousness, disperses the thought and the practice ability. The advantage of mathematics inquiry teaching makes it widely used, but at the same time, more and more problems are exposed, one of which is how to design "inquiry slope" in inquiry teaching. In the process of inquiry teaching, if the design of "inquiry slope" is too large, so that the students' thinking space is wide and there is no boundary, the students' thinking has no direction or even discourages the students' enthusiasm to explore; if the "inquiry slope" design is too small, It limits the exploration space of students and is not conducive to the cultivation of students'thinking ability. Through comparative analysis of teaching cases by controlling factor variables, it is found that: 1) it is easy to ignore the factor of students' degree when setting up "inquiry slope". Some teaching failed to expand or narrow the "inquiry slope" according to different students according to the same teaching content, and could not ask questions in the students' recent development area, which directly led to the students'"inertia" in the classroom. Miss the opportunity to explore (2) regardless of the difficulty of teaching content, always set the same difficulty of "research slope", that is, teachers face the same teaching object, no matter whether the teaching problem is difficult or easy, The "teaching support" provided to students is always the same) sometimes teachers do not consider the cost of class time, blindly pursue a problem of in-depth exploration, resulting in classroom delay, resulting in the phenomenon of "tiger and snake". So I think we should pay attention to the following things when setting up the "inquiry slope": first, we should ask questions based on inquiry doubt, according to students' development, according to teaching route, according to the core of inquiry when designing inquiry questions; secondly, The inquiry questions should have the characteristics of guidance, openness, sequence, conversion and waiting. At the end of the paper, a concrete teaching case is designed in view of the three factors of setting up the "inquiry slope", and the author tries his best to contribute to the research of the setting up of the mathematics "inquiry slope".
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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