基于图式理论的高中生导数学习的研究
发布时间：2018-08-24 12:27
【摘要】：从康德对图式哲学意义的论述,到美国智能专家鲁梅哈特对图式的全面系统的阐释,直至今天,图式理论经历了不断完善发展的过程,已广泛应用于不同的领域。而导数作为微积分的核心概念之一,其学习的应然价值与实然困难的矛盾引起了广泛关注。基于实际教学的需要,本文在已有的对图式理论、导数研究的基础上,运用文献分析法、问卷法、访谈法、统计分析等研究方法,建构起导数图式的理论,并对高中生的导数图式状况进行系统地研究。本文共分七个章节,具体安排如下:第一章问题的提出。本部分从图式在理解学习中得到发展、图式可以减轻学生的认知负荷、图式理论能缓解导数学习的应然价值与实然困难这对矛盾三方面来论述本文的研究背景,在此基础上提出本文的研究问题:高中生导数图式的状况如何,并对论文的研究意义与研究方法进行了简单的分析说明。第二章研究综述。本部分主要对图式和导数的相关研究进行综述分析,通过分析可知,虽然图式和导数是目前研究的两个热点领域,但是利用图式理论对导数这部分知识的学习进行系统研究的几乎没有。第三章基于图式理论的高中生导数学习的理论分析。本部分阐述了图式理论对导数学习的指导作用,以及图式与知识结构图的关系,进一步对导数图式进行理论建构,从概念界定、图式特征、图式分类以及图式获得展开论述。第四章高中生导数图式状况问卷的编制。本部分参考有关数学图式、高中导数学习的研究,编制出高中生导数学习的调查问卷来了解高中生导数图式的掌握情况。从导数图式的各个子图式的顺序性、广度、清晰度、关联度、个体评价五个方面设计题目,通过自由回忆与题目解答相结合的方式力求调查结果的客观性。第五章高中生导数图式状况的实证研究。本研究以高三学生为研究对象,在一线教师的帮助下,通过问卷调查与访谈分析,主要得出如下结论:1、学生各个子图式的顺序性与教材内容的编排存在差异,说明导数图式确实存在。2、就导数图式的特征而言,学生导数图式的广度集中于8-12个知识点;导数图式的清晰度与关联度并不高;个体评价的态度是偏积极的。3、从科别、学习水平、性别分别分析,高中生导数图式的广度与个体评价均不存在性别差异;不同学习水平学生的个体评价也不存在显著差异。4、对于三种类型的图式而言,程序性图式掌握最好,策略图式最差。5、从每种类型的图式来看,科别是影响学生的陈述性图式分布的唯一因素(就科别、性别、学习水平三者而言)。科别、学习水平都是影响学生的程序性图式和策略图式分布的因素。性别不是影响三种子图式分布的因素。第六章教学建议。基于调查数据的分析与进一步的访谈结果,得到如下教育启示:1、找准图式的生长点;2、学生为主体,教师为主导;3、给学生充足的时间进行自主思考;4、合作学习,交流互动;5、创设新情境,使学生主动误用图式;6、充分利用信息技术。进一步从新授课、练习课、复习课三个角度给出教学策略。最后对本研究进行总结,指出研究有待改进的地方。
[Abstract]:From Kant's exposition of the philosophical significance of schema to Rumehart's comprehensive and systematic interpretation of schema, schema theory has undergone a process of continuous improvement and development, and has been widely used in different fields. Based on the existing research on schema theory and derivative, this paper constructs the theory of derivative schema by using the methods of literature analysis, questionnaire, interview and statistical analysis, and systematically studies the situation of derivative schema of senior high school students. Schema theory can alleviate the contradiction between the due value and practical difficulties of the study of the guide. On this basis, this paper puts forward the research questions of this paper: the guidance of senior high school students. The second chapter is the summary of the research. This part mainly carries on the summary analysis to the related research of the schema and the derivative. Through the analysis, we can know that although the schema and the derivative are two hot research fields at present, but uses the schema theory to carry on the derivative. Chapter 3 is the theoretical analysis of the guiding learning of senior high school students based on schema theory. This part elaborates the guiding role of Schema Theory in guiding learning, and the relationship between schema and knowledge structure diagram, and further constructs the theory of derivative schema from the definition of concept, schema characteristics. Chapter Four is the compilation of the derivative Schema Questionnaire for senior high school students. Referring to the study of mathematical schema and senior high school derivative learning, this part compiles a questionnaire for senior high school students to understand the mastery of the derivative schema. The fifth chapter is an empirical study on the derivative schema of senior high school students. The main conclusions are as follows: 1. There are differences between the sequence of the student's sub-schema and the arrangement of the textbook content, indicating that the derivative schema does exist. 2. As far as the characteristics of the derivative schema are concerned, the breadth of the student's derivative schema concentrates on 8-12 knowledge points; the clarity and relevance of the derivative schema are not high; the attitude of individual evaluation is positive.3. From the analysis of subject, learning level and gender, there is no gender difference in the breadth and individual evaluation of the derivative schema of senior high school students; there is no significant difference in the individual evaluation of students with different learning level. 4. For the three types of schema, the procedural schema is the best to master, and the strategic schema is the worst. 5. From the perspective of each type of schema, there is no gender difference in the breadth and individual evaluation of the derivative schema of senior high school students. It is the only factor affecting the distribution of declarative schemata (in terms of subjects, gender, and learning level). Subjects and learning level are all factors affecting the distribution of procedural schemata and strategic schemata. Gender is not the factor affecting the distribution of the three sub-schemata. Chapter 6 Teaching Suggestions. Analysis based on survey data and further research The results of the interview are as follows: 1. find the growth point of the schema; 2. students as the main body, teachers as the leading; 3. give students enough time to think independently; 4. cooperative learning, communication and interaction; 5. create a new situation, so that students take the initiative to misuse schema; 6. make full use of information technology. The teaching strategy is given. Finally, the research is summarized and the research needs to be improved.
【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
本文编号：2200819
[Abstract]:From Kant's exposition of the philosophical significance of schema to Rumehart's comprehensive and systematic interpretation of schema, schema theory has undergone a process of continuous improvement and development, and has been widely used in different fields. Based on the existing research on schema theory and derivative, this paper constructs the theory of derivative schema by using the methods of literature analysis, questionnaire, interview and statistical analysis, and systematically studies the situation of derivative schema of senior high school students. Schema theory can alleviate the contradiction between the due value and practical difficulties of the study of the guide. On this basis, this paper puts forward the research questions of this paper: the guidance of senior high school students. The second chapter is the summary of the research. This part mainly carries on the summary analysis to the related research of the schema and the derivative. Through the analysis, we can know that although the schema and the derivative are two hot research fields at present, but uses the schema theory to carry on the derivative. Chapter 3 is the theoretical analysis of the guiding learning of senior high school students based on schema theory. This part elaborates the guiding role of Schema Theory in guiding learning, and the relationship between schema and knowledge structure diagram, and further constructs the theory of derivative schema from the definition of concept, schema characteristics. Chapter Four is the compilation of the derivative Schema Questionnaire for senior high school students. Referring to the study of mathematical schema and senior high school derivative learning, this part compiles a questionnaire for senior high school students to understand the mastery of the derivative schema. The fifth chapter is an empirical study on the derivative schema of senior high school students. The main conclusions are as follows: 1. There are differences between the sequence of the student's sub-schema and the arrangement of the textbook content, indicating that the derivative schema does exist. 2. As far as the characteristics of the derivative schema are concerned, the breadth of the student's derivative schema concentrates on 8-12 knowledge points; the clarity and relevance of the derivative schema are not high; the attitude of individual evaluation is positive.3. From the analysis of subject, learning level and gender, there is no gender difference in the breadth and individual evaluation of the derivative schema of senior high school students; there is no significant difference in the individual evaluation of students with different learning level. 4. For the three types of schema, the procedural schema is the best to master, and the strategic schema is the worst. 5. From the perspective of each type of schema, there is no gender difference in the breadth and individual evaluation of the derivative schema of senior high school students. It is the only factor affecting the distribution of declarative schemata (in terms of subjects, gender, and learning level). Subjects and learning level are all factors affecting the distribution of procedural schemata and strategic schemata. Gender is not the factor affecting the distribution of the three sub-schemata. Chapter 6 Teaching Suggestions. Analysis based on survey data and further research The results of the interview are as follows: 1. find the growth point of the schema; 2. students as the main body, teachers as the leading; 3. give students enough time to think independently; 4. cooperative learning, communication and interaction; 5. create a new situation, so that students take the initiative to misuse schema; 6. make full use of information technology. The teaching strategy is given. Finally, the research is summarized and the research needs to be improved.
【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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