在初三教学中促进学生数学核心素养的教学策略研究

发布时间：2018-06-15 18:45

本文选题：数学核心素养 + 核心素养　；参考：《上海师范大学》2017年硕士论文

【摘要】：“核心素养”是新一轮课程改革深化所聚焦的对象。就数学学科而言,“数学核心素养”的提出不仅是对数学教育的意义和价值的深度探索,而且是将来数学课程开发以及学生适应社会生活的素质培养的依据。因此研究学生的数学核心素养现状、培养学生的数学核心素养是有必要的。本研究采用文献研究法以及问卷调查法。首先从国内外对数学素养、核心素养、数学核心素养的研究中分析出三者之间的关系。然后调查了江苏某一中学九年级学生的数学素养现状及影响因素,在此基础上进行了教学设计并提出了培养策略。通过研究初步得出以下结论:(1)数学核心素养、核心素养和数学素养三者之间的关系。数学核心素养是基于核心素养框架下的数学素养。(2)学生的数学素养现状及影响因素。本研究采用改进后的PISA关于数学素养的研究工具对362名九年级进行调查,通过分析得出如下结论:该校学生数学素养的水平普遍不高,并且在变化与关系、职业情境维度上存在明显的性别差异。对影响因素研究发现,学生在学校归属感、师生关系、学习数学的内在动机、学习数学的焦虑、学习数学的策略五个维度上表现不容乐观,并且在学校归属感、师生关系、学习数学的焦虑、学习的控制策略上存在明显的性别差异。(3)数学核心素养的培养策略。通过探究式教学模式、自主学习的教学模式、应用性教学模式培养学生的数学核心素养。
[Abstract]:Core accomplishment is the focus of the new curriculum reform. As far as mathematics is concerned, the proposition of "core accomplishment of mathematics" is not only a deep exploration of the significance and value of mathematics education, but also a basis for the development of mathematics curriculum and the cultivation of students' quality to adapt to social life in the future. Therefore, it is necessary to study the present situation of students' mathematics core literacy and to cultivate students' mathematics core literacy. This study adopts the method of literature research and questionnaire survey. Firstly, the relationship between them is analyzed from the research of mathematics literacy, core accomplishment and mathematics core accomplishment. Then, the present situation and influencing factors of mathematics literacy of ninth grade students in a middle school in Jiangsu Province were investigated, and then the teaching design and training strategies were put forward. The conclusion is as follows: 1) the relationship among core accomplishment, core accomplishment and mathematics accomplishment. Mathematics core literacy is based on the core literacy framework of mathematics literacy. 2) students' mathematical literacy status and influencing factors. In this study, 362 ninth grade students were investigated by using the improved PISA research tool on mathematics literacy, and the following conclusions were drawn: the level of mathematics literacy of the students in this school is generally not high, and it is changing and related to each other. There are obvious gender differences in the dimension of occupational situation. The study of influencing factors shows that students are not optimistic in the five dimensions of school belonging, teacher-student relationship, intrinsic motivation of learning mathematics, anxiety in learning mathematics, learning strategy of mathematics, and the relationship between teachers and students in the sense of belonging in school, the relationship between teachers and students. Anxiety in learning mathematics and significant gender difference in learning control strategies. Through the inquiry teaching model, the independent learning teaching model, the applied teaching mode to cultivate the student's mathematics core accomplishment.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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