初中数学变式教学研究

发布时间：2018-07-10 16:43

本文选题：变式教学 + 概念变式　；参考：《信阳师范学院》2017年硕士论文

【摘要】：数学变式教学是在数学教学中,教师有意识地变换对象的非本质特征,变更事物的角度和方法,以突出事物的本质特征,更好地使学生理解事物的本质。在初中数学课堂教学中,教师恰当合理地应用“变式教学”,有利于培养学生的数学思维能力,激发学生学习数学的兴趣,取得较好的教学效果。但由于现阶段教师对变式教学不够重视,变式教学没有发挥出应有的作用,导致教学效果不太理想。本文首先介绍了国内外学者在变式教学问题方面的研究成果,给出了变式和变式教学的相关概念,较全面的阐述了变式教学在初中数学学课堂教学中的理论依据以及变式教学的三大实践分类,并对此作出相关的案例分析。其次在这些理论和分类的基础上提出自主变式教学,即教师要引导学生进行自主变式学习,提高学习的效率。然后对数学变式教学要遵循的一些原则进行了系统阐述,旨在表明在实施变式教学时不能滥用、误用。最后通过对初中数学老师及学生进行了问卷调查和剖析,调查发现教师对变式教学不够重视甚至不太了解,而学生更是知之甚少。而从实施变式教学后再次调查的结果可以看出,实验后学生对数学学习的积极性有了明显的提高,兴趣也更大,学生解决问题的能力也提升了。实验结果表明变式教学的恰当运用能够培养学生的思维能力,提高教学质量。
[Abstract]:In mathematics teaching, teachers consciously change the non-essential characteristics of objects, change the angles and methods of things, so as to highlight the essential characteristics of things and make students understand the essence of things better. In the mathematics classroom teaching of junior high school, teachers should apply "variant teaching" properly and reasonably, which will help to cultivate students' thinking ability of mathematics, stimulate students' interest in learning mathematics, and obtain better teaching effect. However, teachers do not pay enough attention to the variant teaching at present, and the variant teaching does not play its due role, which leads to the unsatisfactory teaching effect. This paper first introduces the research achievements of scholars at home and abroad in the field of variant teaching, and gives the related concepts of variant and variant teaching. This paper comprehensively expounds the theoretical basis of variant teaching in the classroom teaching of mathematics in junior high school and the three practical classifications of variant teaching, and makes a case study on it. Secondly, on the basis of these theories and classifications, the author puts forward autonomous variant teaching, that is, teachers should guide students to study independently and improve the efficiency of learning. Then some principles to be followed in the teaching of mathematical variation are systematically expounded in order to show that they can not be abused and misused in the implementation of variant teaching. Finally, through the questionnaire survey and analysis of mathematics teachers and students in junior high school, it is found that teachers do not pay enough attention to variant teaching, and students do not know much about it. From the results of the investigation after the implementation of variant teaching, it can be seen that after the experiment, the students' enthusiasm for mathematics learning has been obviously improved, their interest is also greater, and the students' ability to solve problems has also been improved. The experimental results show that the proper use of variant teaching can train students' thinking ability and improve teaching quality.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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