“重建三角”初中教学改革实践现状研究
发布时间：2019-07-06 17:18
【摘要】：初中数学教育在基础教育中占据重要地位,新课程标准的提出引起了各界对初中数学教学改革的论争,我国初中数学的教育理念仍有待改进,初中数学课程体系需要与时俱进地进行改革与发展.为此,张景中院士提出“重建三角”初中教学改革的建议,近年来“重建三角”初中数学改革项目按照“先试验、后推广”的原则在广州、成都、上海、贵州、四川、沈阳等地区开展小面积改革实验.为了进一步推进初中“重建三角”改革实践,本论文对当前“重建三角”教学实践现状进行研究.本论文主要对“重建三角”教学改革实践进行了理论探讨,分析其提出背景及需要,整理出现有的“重建三角”教学改革整合方案并研究了其在数学中考的应用;同时对“重建三角”初中教学改革实践进行现状研究,采用问卷调查、测试、访谈、课堂观察等方法从师生的视角了解“重建三角”教学改革在城市和农村的实践情况.从教师对“重建三角”教学改革的态度、学习培训情况、教学情况这三个方面了解教师的教学现状,从学生对“重建三角”教学改革的情感态度、对“重建三角”教学内容的认识与理解、学习表现这三个方面研究学生的学习现状,分析总结现阶段取得的教学效果,发现存在的问题,并为“重建三角”下一阶段的推广给出可行性建议及初步研究出“重建三角”与沪教版初中数学教材的整合方案.本研究得到以下结论:81.8%的学生对“重建三角”教学改革表示赞同和喜欢,认为正弦的新定义直观简单,对“重建三角”教学方案知识内容编排体现连贯性和整体性表示出较高的认同感.学生对“重建三角”教学的态度及其方案知识编排的理解在性别、学习能力水平、不同学校之间不存在显著性差异.82.4%的学生对所学的“重建三角”知识内容掌握得较好,但是在知识运用方面还需加强.不同基础层次的学生其学习表现和学习效果有显著性差异,学习能力水平好的学生对“重建三角”的学习表现更好,对其成绩、解题能力的影响更加显著.“重建三角”教学改革实践提高了学生的几何解题能力,同时增强了学生对数学学习的兴趣和自信心.另一方面,“重建三角”教学改革更新了教师的教学观和增进了教师的学科知识水平.针对调查中发现的问题,笔者提出以下建议:加快“重建三角”教学方案的完善,在整合教材的基础上用教学法进一步加工,润色,增强趣味性和可读性;城市地区与农村地区的教材整合要根据学生水平补充教学内容,在农村学校不宜增加梅涅劳斯定理、余切等过于难和复杂的内容;开发与“重建三角”教学方案配套的练习,对现有题目二次开发并形成有难度梯度的习题库;发挥经验型教师的引领作用,“自下而上”进行师资培训,加强教师的理论认识和“超级画板”技术平台的应用;关注课堂教学,注重教学内容的组织,提高教学效率.
文内图片：
图片说明：喜欢“重建三角”教学的各原因百分比
[Abstract]:The mathematics education of junior middle school occupies an important position in basic education. The introduction of the new curriculum standard gives rise to the debate about the teaching reform of the junior middle school. The education concept of the mathematics in junior middle school is still to be improved, and the middle school mathematics curriculum system needs to be reformed and developed with the times. To this end, the Academician Zhang Jingzhong put forward the suggestion of the teaching reform of the "reconstruction triangle" junior middle school. In recent years, the "reconstruction triangle" 's mathematics reform project has carried out small-area reform experiment in Guangzhou, Chengdu, Shanghai, Guizhou, Sichuan and Shenyang in accordance with the principle of the "First test, post-extension". In order to further advance the practice of junior high school "reconstruction triangle" reform, this paper studies the current situation of the current "reconstruction triangle" teaching practice. This paper mainly discusses the practice of the reform of the "reconstruction triangle", analyzes the background and needs of the "reconstruction triangle", and makes a study of the application of the "reconstruction triangle" teaching reform in mathematics, and studies the current situation of the teaching reform of the "reconstruction triangle" in the middle school. This paper uses the methods of questionnaire, test, interview and classroom observation to understand the practical situation of the "reconstruction triangle" teaching reform in urban and rural areas from the perspective of the teachers and students. From the three aspects of the teacher's attitude to the teaching reform of the "reconstruction triangle", the study and training, the teaching situation, the teaching status of the teacher, the emotional attitude of the students to the teaching reform of the "reconstruction triangle", the understanding and understanding of the teaching content of the "reconstruction triangle", This paper studies the current situation of the students in the three aspects, analyzes and summarizes the teaching effect obtained at the present stage, and finds the existing problems, and gives the feasibility proposal for the next stage of the "reconstruction triangle" and the initial study of the whole-in-one scheme of the "reconstruction triangle" and the Shanghai teaching version of the junior high school mathematics teaching material. The following conclusions are obtained in this study: 81.8% of the students agree and enjoy the teaching reform of the "reconstruction triangle", and think the new definition of the sine is intuitive and simple, and the consistency and the integrity of the knowledge content of the "reconstruction triangle" teaching scheme show a high sense of identity. There is no significant difference between the students' attitude to the "reconstruction triangle" teaching and the understanding of the program knowledge, and there is no significant difference between the different schools. 82.4% of the students have a better understanding of the knowledge of the "reconstruction triangle", but also need to be strengthened in the application of knowledge. The students with different basic levels have a significant difference in their learning performance and learning effect, and the students with good learning ability are better in the learning performance of the reconstruction triangle, and the effect on the students' ability to solve problems is more significant. The practice of "reconstruction triangle" teaching reform has improved the students' ability to solve the problem, and at the same time, the students' interest and self-confidence in the study of mathematics are enhanced. On the other hand, the teaching reform of the "reconstruction triangle" has updated the teacher's view of teaching and the level of the teacher's subject knowledge. In view of the problems found in the investigation, the author puts forward the following suggestions: to speed up the improvement of the "reconstruction triangle" teaching plan, to further process, improve the interest and the readability with the teaching method on the basis of the whole course of teaching materials; The teaching materials in urban areas and rural areas should supplement the teaching content according to the level of the students. In the rural schools, it is not appropriate to increase the complexity of the Menelaus's theorem and the residual cutting, etc., and the practice of supporting the "reconstruction triangle" teaching plan should be developed. The development of the existing subject and the formation of the difficulty gradient of the problem library; the leading role of the experience-type teacher, the "Bottom-up" of the teacher training, the strengthening of the teacher's theoretical understanding and the application of the "Super-drawing board" technology platform, the attention to the classroom teaching, the organization of the teaching content and the improvement of the teaching efficiency.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2511197
文内图片：
图片说明：喜欢“重建三角”教学的各原因百分比
[Abstract]:The mathematics education of junior middle school occupies an important position in basic education. The introduction of the new curriculum standard gives rise to the debate about the teaching reform of the junior middle school. The education concept of the mathematics in junior middle school is still to be improved, and the middle school mathematics curriculum system needs to be reformed and developed with the times. To this end, the Academician Zhang Jingzhong put forward the suggestion of the teaching reform of the "reconstruction triangle" junior middle school. In recent years, the "reconstruction triangle" 's mathematics reform project has carried out small-area reform experiment in Guangzhou, Chengdu, Shanghai, Guizhou, Sichuan and Shenyang in accordance with the principle of the "First test, post-extension". In order to further advance the practice of junior high school "reconstruction triangle" reform, this paper studies the current situation of the current "reconstruction triangle" teaching practice. This paper mainly discusses the practice of the reform of the "reconstruction triangle", analyzes the background and needs of the "reconstruction triangle", and makes a study of the application of the "reconstruction triangle" teaching reform in mathematics, and studies the current situation of the teaching reform of the "reconstruction triangle" in the middle school. This paper uses the methods of questionnaire, test, interview and classroom observation to understand the practical situation of the "reconstruction triangle" teaching reform in urban and rural areas from the perspective of the teachers and students. From the three aspects of the teacher's attitude to the teaching reform of the "reconstruction triangle", the study and training, the teaching situation, the teaching status of the teacher, the emotional attitude of the students to the teaching reform of the "reconstruction triangle", the understanding and understanding of the teaching content of the "reconstruction triangle", This paper studies the current situation of the students in the three aspects, analyzes and summarizes the teaching effect obtained at the present stage, and finds the existing problems, and gives the feasibility proposal for the next stage of the "reconstruction triangle" and the initial study of the whole-in-one scheme of the "reconstruction triangle" and the Shanghai teaching version of the junior high school mathematics teaching material. The following conclusions are obtained in this study: 81.8% of the students agree and enjoy the teaching reform of the "reconstruction triangle", and think the new definition of the sine is intuitive and simple, and the consistency and the integrity of the knowledge content of the "reconstruction triangle" teaching scheme show a high sense of identity. There is no significant difference between the students' attitude to the "reconstruction triangle" teaching and the understanding of the program knowledge, and there is no significant difference between the different schools. 82.4% of the students have a better understanding of the knowledge of the "reconstruction triangle", but also need to be strengthened in the application of knowledge. The students with different basic levels have a significant difference in their learning performance and learning effect, and the students with good learning ability are better in the learning performance of the reconstruction triangle, and the effect on the students' ability to solve problems is more significant. The practice of "reconstruction triangle" teaching reform has improved the students' ability to solve the problem, and at the same time, the students' interest and self-confidence in the study of mathematics are enhanced. On the other hand, the teaching reform of the "reconstruction triangle" has updated the teacher's view of teaching and the level of the teacher's subject knowledge. In view of the problems found in the investigation, the author puts forward the following suggestions: to speed up the improvement of the "reconstruction triangle" teaching plan, to further process, improve the interest and the readability with the teaching method on the basis of the whole course of teaching materials; The teaching materials in urban areas and rural areas should supplement the teaching content according to the level of the students. In the rural schools, it is not appropriate to increase the complexity of the Menelaus's theorem and the residual cutting, etc., and the practice of supporting the "reconstruction triangle" teaching plan should be developed. The development of the existing subject and the formation of the difficulty gradient of the problem library; the leading role of the experience-type teacher, the "Bottom-up" of the teacher training, the strengthening of the teacher's theoretical understanding and the application of the "Super-drawing board" technology platform, the attention to the classroom teaching, the organization of the teaching content and the improvement of the teaching efficiency.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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