崇礼区一中初中生函数建模问题案例分析
发布时间：2018-12-24 16:23
【摘要】：函数建模教学是教师和学生较难理解的数学内容,正逐步受到广大教育工作者一线教师的重视,本文针对崇礼区一中的实际情况(小学中上等学生已经外流,本校初中就读学生基本是中下等学生居多)选定本校八年级和九年级实验班和普通班学生170名学生作为样本进行测试,应用了桑代克程序教学法,皮亚杰的图式运算理论,加涅的信息加工理论,采用比较研究法,个案+反思的方法,访谈法,问卷调查,案例分析研究方来渗透建模思想,提高建模能力,帮助学生应用模型解决实际问题。经研究函数建模存在的问题:(1)大多数学生的学习习惯不佳,受年龄和年级的限制,对函数建模处于元认知能力,主动性差等(2)函数建模的概念、性质、图像不清晰。50%的同学对数学基本模型不理解,40%的同学不会画图,自变量取值不清楚的占40%。(3)公式运用不熟悉,隐含条件模糊,69%的同学公式运用不熟悉,常常会张冠李戴。80%的同学隐含条件模糊,不能完整的运用已学知识全面的考虑问题(4)不能正确运用数学方法,60%的同学不能从图像中找到我们要的结论,图形结合能力差。(5)对某些看似相识的问题进行负迁移,47%的同学对相似点容易混淆,不能发散思维,多角度分析问题,解决问题。针对初中生对函数建模问题的掌握情况,提出以下建议:(1)重视思维方法,习惯的指导,奠定基础。(2)采用灵活的教法,开阔教学思路(3)消除学生心理障碍,注重情感教学(4)讲究适当集中,循环上升,让教学积极前进(5)鼓励适当多做题,培养良好的解题品质。
[Abstract]:The teaching of functional modeling is difficult for teachers and students to understand, and it is being paid more and more attention by many educators. This paper aims at the actual situation of No. 1 Middle School in Chongli District. In our school, 170 students in the eighth and ninth grades of the experimental class and the ordinary class were selected as samples for the test, and the Thorndike program teaching method and Piaget's schema arithmetic theory were applied. Gagne's information processing theory adopts comparative research method, case reflection method, interview method, questionnaire survey and case analysis research party to infiltrate modeling ideas, improve modeling ability, and help students solve practical problems by applying models. This paper studies the problems of functional modeling: (1) most students' learning habits are not good, and they are restricted by age and grade. (2) the concept and nature of functional modeling, such as metacognitive ability, poor initiative and so on. The image is not clear. 50% of the students do not understand the basic mathematical model, 40% of the students can not draw, the value of independent variables is unclear. (3) the formula is not familiar, the implicit conditions are vague, 69% of the students are not familiar with the formula, Often, 80% of the students will not be able to fully use the knowledge they have learned to consider the problems. (4) they cannot use the mathematical method correctly, and 60% of the students can not find the conclusion we want from the image. (5) negative transfer of some seemingly familiar problems, 47% of the students are easy to confuse the similarity points, can not divergent thinking, multi-angle analysis of the problem, solve the problem. In view of junior high school students' mastery of functional modeling problems, the following suggestions are put forward: (1) paying attention to thinking methods and habit guidance, laying the foundation; (2) adopting flexible teaching methods to broaden teaching ideas; (3) eliminating students' psychological barriers; Pay attention to affective teaching (4) pay attention to proper concentration, cycle rise, let teaching advance actively (5) encourage proper more problems, cultivate good quality of problem solving.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2390823
[Abstract]:The teaching of functional modeling is difficult for teachers and students to understand, and it is being paid more and more attention by many educators. This paper aims at the actual situation of No. 1 Middle School in Chongli District. In our school, 170 students in the eighth and ninth grades of the experimental class and the ordinary class were selected as samples for the test, and the Thorndike program teaching method and Piaget's schema arithmetic theory were applied. Gagne's information processing theory adopts comparative research method, case reflection method, interview method, questionnaire survey and case analysis research party to infiltrate modeling ideas, improve modeling ability, and help students solve practical problems by applying models. This paper studies the problems of functional modeling: (1) most students' learning habits are not good, and they are restricted by age and grade. (2) the concept and nature of functional modeling, such as metacognitive ability, poor initiative and so on. The image is not clear. 50% of the students do not understand the basic mathematical model, 40% of the students can not draw, the value of independent variables is unclear. (3) the formula is not familiar, the implicit conditions are vague, 69% of the students are not familiar with the formula, Often, 80% of the students will not be able to fully use the knowledge they have learned to consider the problems. (4) they cannot use the mathematical method correctly, and 60% of the students can not find the conclusion we want from the image. (5) negative transfer of some seemingly familiar problems, 47% of the students are easy to confuse the similarity points, can not divergent thinking, multi-angle analysis of the problem, solve the problem. In view of junior high school students' mastery of functional modeling problems, the following suggestions are put forward: (1) paying attention to thinking methods and habit guidance, laying the foundation; (2) adopting flexible teaching methods to broaden teaching ideas; (3) eliminating students' psychological barriers; Pay attention to affective teaching (4) pay attention to proper concentration, cycle rise, let teaching advance actively (5) encourage proper more problems, cultivate good quality of problem solving.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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