本文選題：初中數(shù)學 + 綜合實踐活動��； 參考：《南京師范大學》2015年碩士論文

【摘要】：新課程標準的頒布,對我國的基礎教育提出了更高的要求。數(shù)學探究式教學近幾年來在一線教師中已經(jīng)開展了一些具體的研究。但在初中數(shù)學綜合實踐活動中,如何開展探究式教學仍是一個值得探討的問題。筆者在校本課程數(shù)學綜合實踐活動中應用探究式教學法進行教學,取得了一些經(jīng)驗,并做了較為細致的思考和總結,期待與數(shù)學教育界廣大同仁商榷。本文旨在研究課堂教學下綜合實踐活動中的探究教學。研究中首先對探究教學和綜合實踐活動的現(xiàn)狀進行了梳理,并采用問卷調查和訪談的方法調查了數(shù)學綜合實踐活動的具體實施情況。在對相關資料進行分析和整理的基礎上,對數(shù)學綜合實踐活動的探究式教學進行了理論構建,闡述了利用探究式教學開展數(shù)學綜合實踐活動的可行性和必要性,.以及具體實施的程式及相關步驟。此后,進行了實證研究,從一線教師現(xiàn)有的數(shù)學綜合實踐活動的素材中挑選出部分綜合實踐活動,分類研究。具體來說,分三種探究層次：操作體驗與做中思考為特征的探究、情境認知的探究、開放性問題的探究,對三種情況分別結合案例進行了分析。得出了以下幾個主要結論：(1)調查結果表明,教師和學生對數(shù)學綜合實踐活動這門課程是很認可的,對探究式教學也表示非常認同,對在該實踐活動中應用探究式教學也持贊同態(tài)度。(2)在數(shù)學綜合實踐活動課的教學中,探究式教學提高了學生的參與度,增強了學生的自主學習、探究熱情。(3)在對數(shù)學綜合實踐活動課進行教學設計時,要根據(jù)綜合實踐活動的探究類型,確定探究活動的層次,設計相應層次的探究活動形式。(4)對數(shù)學綜合實踐活動的探究式教學進行了教學實踐,結果表明探究式教學適用于一類數(shù)學綜合實踐活動的教學,學生更容易參與到課堂中來,對數(shù)學學習的興趣更加濃厚,數(shù)學成績有所提高。(5)在實踐活動中的評價方面,要更注重過程性評價,但如何客觀、全面的兼顧教師、學生、家長的評價更待進一步研究。
[Abstract]:The promulgation of the new curriculum standard puts forward higher requirements for the basic education of our country. In recent years, inquiry teaching of mathematics has carried out some concrete research among teachers. However, in the comprehensive practice of mathematics in junior high school, how to develop inquiry teaching is still a problem worth exploring. In the comprehensive practice of school-based mathematics, the author applied the inquiry teaching method to teaching, obtained some experience, and made more detailed thinking and summary, expecting to discuss with the vast numbers of colleagues in the field of mathematics education. The purpose of this paper is to study the inquiry teaching in comprehensive practical activities in classroom teaching. In the first part of the study, the present situation of inquiry teaching and comprehensive practical activities is combed out, and the concrete implementation of mathematics comprehensive practical activities is investigated by means of questionnaire and interview. Based on the analysis and arrangement of related materials, this paper makes a theoretical construction of inquiry teaching of mathematics comprehensive practical activities, and expounds the feasibility and necessity of carrying out mathematics comprehensive practical activities by means of inquiry teaching. And the specific implementation of the program and related steps. After that, empirical research is carried out, and some comprehensive practical activities are selected from the existing materials of mathematics comprehensive practical activities of first-line teachers, and classified research is carried out. Specifically, there are three kinds of inquiry levels: operation experience and doing thinking as the characteristics of inquiry, situational cognition exploration, open problem exploration, the three situations are analyzed in combination with cases. The following main conclusions are drawn: 1) the results of the investigation show that teachers and students are very approbable to the course of comprehensive practical activities in mathematics, and they also agree very much with the inquiry teaching. In the teaching of mathematics comprehensive practical activities, inquiry teaching improves students' participation and enhances students' autonomous learning. In the teaching design of mathematics comprehensive practical activity course, the level of inquiry activity should be determined according to the inquiry type of comprehensive practice activity. The author designs the inquiry activity form of the corresponding level, and carries on the teaching practice to the mathematics comprehensive practice activity inquiry teaching. The result shows that the inquiry teaching is suitable for the teaching of a kind of mathematics comprehensive practice activity, and the students are easier to participate in the classroom. The interest in mathematics study is more strong, mathematics achievement has been improved. 5) in the practical evaluation, we should pay more attention to the process evaluation, but how to objectively and comprehensively take into account teachers, students, parents' evaluation needs further study.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：1896906