反例应用于中学数学教学的调查实验与教学构建
发布时间：2018-12-26 11:10
【摘要】：反例作为逆向思维的重要组成部分,在数学中扮演着独特的角色。现有理论证明,在教学过程中适当运用反例,不但可以加深学生对新知识的的理解,提高做题速度,而且还能够提高中学生对数学学科的学习兴趣,有助于培养学生的数学思维能力。因此,反例既是中学数学不可分割的一部分,也是中学生不可缺少的知识。笔者通过对山东省淄博市淄川实验中学、淄川二中的八年级六个班的学生以及山东省东平明湖中学高二两个班的学生进行的问卷调查,发现教师在数学教学过程中应用反例的情况并不理想,中学生运用反例的能力也较弱。经过对调查数据的整理与分析,在本文中分别从教师角度、学生角度、年级差异角度、知识特点角度以及现行教育制度角度等五个角度进行总结,给出了现阶段将反例应用于中学数学教学中存在的困难与问题。基于对问卷调查数据的分析结果,并结合现阶段高中教育的实际情况,笔者以山东省东平明湖中学高一两个班的学生为实验对象,进行了为期四个月的教学实验,其目的是检验在中学数学中应用反例这种教学方法的可行性。同时,本文还给出了在此实验中所应用的教学策略并对此进行教学构建。最后,把学生的反馈进行整理和分析,并且分别从五个方面给出了相应的教学建议。
[Abstract]:As an important part of reverse thinking, counterexample plays a unique role in mathematics. The existing theories prove that the proper use of counterexample in the teaching process can not only deepen the students' understanding of the new knowledge and improve the speed of doing the questions, but also enhance the students' interest in the study of mathematics. It is helpful to cultivate students' mathematical thinking ability. Therefore, counterexample is not only an integral part of middle school mathematics, but also an indispensable knowledge of middle school students. The author conducted a questionnaire survey on the students of Zichuan Experimental Middle School in Zibo City of Shandong Province, six classes of Grade 8 in Zichuan No. 2 Middle School, and two classes of Grade two of Minghu Middle School in Dongping, Shandong Province. It is found that the situation of teachers applying counterexample in mathematics teaching is not ideal, and the ability of middle school students to use counterexample is also weak. Through the analysis of the survey data, this paper summarizes from five angles: teacher's angle, student's angle, grade difference angle, knowledge characteristic angle and current education system angle. The difficulties and problems existing in applying counterexample to mathematics teaching in middle school are given. Based on the results of the questionnaire survey and the actual situation of senior high school education at this stage, the author took the students of two classes in Minghu Middle School in Dongping, Shandong Province, as the experimental object, and carried out a four-month teaching experiment. The purpose is to test the feasibility of applying counter-example in middle school mathematics. At the same time, the teaching strategies applied in this experiment are given and the teaching construction is carried out. Finally, the feedback of students is sorted out and analyzed, and the corresponding teaching suggestions are given from five aspects.
【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：2392044
[Abstract]:As an important part of reverse thinking, counterexample plays a unique role in mathematics. The existing theories prove that the proper use of counterexample in the teaching process can not only deepen the students' understanding of the new knowledge and improve the speed of doing the questions, but also enhance the students' interest in the study of mathematics. It is helpful to cultivate students' mathematical thinking ability. Therefore, counterexample is not only an integral part of middle school mathematics, but also an indispensable knowledge of middle school students. The author conducted a questionnaire survey on the students of Zichuan Experimental Middle School in Zibo City of Shandong Province, six classes of Grade 8 in Zichuan No. 2 Middle School, and two classes of Grade two of Minghu Middle School in Dongping, Shandong Province. It is found that the situation of teachers applying counterexample in mathematics teaching is not ideal, and the ability of middle school students to use counterexample is also weak. Through the analysis of the survey data, this paper summarizes from five angles: teacher's angle, student's angle, grade difference angle, knowledge characteristic angle and current education system angle. The difficulties and problems existing in applying counterexample to mathematics teaching in middle school are given. Based on the results of the questionnaire survey and the actual situation of senior high school education at this stage, the author took the students of two classes in Minghu Middle School in Dongping, Shandong Province, as the experimental object, and carried out a four-month teaching experiment. The purpose is to test the feasibility of applying counter-example in middle school mathematics. At the same time, the teaching strategies applied in this experiment are given and the teaching construction is carried out. Finally, the feedback of students is sorted out and analyzed, and the corresponding teaching suggestions are given from five aspects.
【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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