初中数学学案教学中学生纠错的研究

发布时间：2018-06-21 03:34

本文选题：初中数学 + 学案　；参考：《山东师范大学》2017年硕士论文

【摘要】：20世纪90年代以来,学案教学备受推崇,笔者所在的学校也在使用学案进行教学。但笔者在初中数学学案教学中发现,学生课堂上做学案时常常出现错题纠错正确率不高的现象。为了解数学学案教学中学生纠错正确率不高的原因,找到提高学生纠错正确率的有效策略和方法,笔者采用了问卷调查法、访谈法和经验总结法等方法进行研究。首先,采用问卷调查法来探索初中生数学学案纠错正确率不高的原因,又通过与学生的谈话,了解到学生的内心世界在小组合作和解题中存在的深层问题,最后得出了四方面的原因:学案编写不合理,教师的态度和要求不恰当,小组合作不和谐,学生自身解题的元认知能力和反思意识弱。然后,结合自己的教学经验,通过分析研究学案教学中学生纠错正确率不高的原因,从四个方面提出了提高初中数学学案教学中学生纠错正确率的有效策略和方法:精编学案,提高学案的质量;教师转变态度,明确要求;学生树立起正确“错误观”,教师充当好引导者和帮助者的角色,使小组合作尽显和谐;书写纠错反思,精编纠错、讲评学案,提高学生元认知能力和反思意识。最后,从实验的角度对以上提到的策略和方法的可操作性和有效性进行了验证,效果比较明显。本文通过对初中数学学案教学中学生的纠错情况的研究,分析出学生学案纠错方面存在的一系列的问题,有针对性的提出了提高初中数学学案教学中学生纠错正确率的策略和方法,并通过实验验证了这些策略和方法的有效性,填补了学案教学中对学生纠错方面研究的空白,对数学学案教学中提高学生的纠错水平具有一定的指导意义。在学案教学中运用这些策略和方法指导学生进行纠错,有利于提高学生的纠错反思能力,使学生养成良好的纠错习惯,提高学生的数学学习成绩,同时也有利于提高教师的教学水平和教师的教学成绩。
[Abstract]:Since 1990's, the school case teaching has been highly respected, and the school in which the author works is also using it to teach. However, in the teaching of mathematics case in junior high school, the students often find that the correct rate of error-correcting is not high. In order to understand the reason why the students' correct rate of error correction is not high and find out the effective strategies and methods to improve the students' correct rate of error correction, the author adopts the methods of questionnaire, interview and experience summarization to carry on the research. First of all, we use the questionnaire method to explore the reasons why the error correction rate is not high, and through the conversation with the students, we can find out the deep problems in the group cooperation and problem solving in the students' inner world. Finally, four reasons are obtained: unreasonable writing of study case, inappropriate attitude and requirement of teachers, disharmony of group cooperation, weak metacognitive ability and introspection consciousness of students' own problem solving. Then, by analyzing the reasons why the students' error correction rate is not high, this paper puts forward some effective strategies and methods to improve the correct rate of middle school students' error correction by analyzing their own teaching experience. Improve the quality of the study plan; change the attitude of the teacher and make clear demands; set up the correct "wrong view" among the students, act as a good guide and helper, and make the group cooperate in harmony; write the error-correcting reflection, elaborate the error-correcting case, and comment on the study case, Improve students' metacognitive ability and reflective consciousness. Finally, the maneuverability and effectiveness of the strategies and methods mentioned above are verified from the point of view of experiment. Based on the research on the error correction of middle school students in mathematics case teaching, this paper analyzes a series of problems existing in the correction of students' learning cases. This paper puts forward the strategies and methods to improve the correct rate of middle school students' error correction in mathematics case teaching, and verifies the effectiveness of these strategies and methods through experiments, which fills up the blank of the research on students' error correction in the teaching of learning plan. It has certain guiding significance for improving students' error-correcting level in the teaching of mathematics learning plan. Using these strategies and methods to guide students to correct errors in the teaching of learning plan is helpful to improve students' ability of correcting errors, to make students form good habits of correcting errors, and to improve students' achievement in mathematics learning. At the same time, it also helps to improve teachers' teaching level and teaching achievements.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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