發(fā)布時間：2018-05-21 07:00

  本文選題：PBL + 教學模式　； 參考：《曲阜師范大學》2015年碩士論文

【摘要】：隨著教育改革的不斷深入發(fā)展,培養(yǎng)創(chuàng)新型人才成為我國教育的重點目標�！秶�家中長期教育改革與發(fā)展規(guī)劃綱要(2010-2020年)》明確提出要改革人才培養(yǎng)模式,在學生的學習過程中采用探究式、啟發(fā)式、發(fā)現(xiàn)式、討論式等多種教學方式,激發(fā)學生創(chuàng)新意識和培養(yǎng)學生思考能力。但目前我國教育現(xiàn)狀令人擔憂,課堂上教學方式單一,以教師講解,學生應答為主,學生缺乏對數(shù)學學習的興趣,缺乏問題意識,很難培養(yǎng)學生的創(chuàng)新意識。要改變目前的現(xiàn)狀關(guān)鍵在于課堂教學,課堂教學實施中最核心的、最根本和最重要的環(huán)節(jié)是課堂教學設(shè)計。基于問題的學習(Problem-Based Learning)是一種有效的教育理念,本文從理論和實踐兩方面對PBL教學模式下的課堂教學設(shè)計問題進行了深入探究。首先根據(jù)國內(nèi)外有關(guān)文獻對PBL的起源、發(fā)展以及PBL教學模式的理論基礎(chǔ)、內(nèi)涵特征等方面進行了闡述。本研究的核心問題是如何構(gòu)建PBL教學模式下的數(shù)學課堂教學設(shè)計模型,此模型是在經(jīng)典的教學設(shè)計上融入PBL教育理念,包括前期分析、教學設(shè)計的決策和生成以及教學評價三部分。教學設(shè)計的決策和生成是在制定好教學目標的基礎(chǔ)上,創(chuàng)設(shè)問題情境,形成主題問題;分析和探究問題;解決問題;形成成果;全面評價四個階段。在此模型基礎(chǔ)上結(jié)合中小學具體教學內(nèi)容做出兩個課堂教學設(shè)計案例,分別是函數(shù)的應用、升與毫升,并在課堂中開展實證研究,比較了在小學數(shù)學課堂與高中數(shù)學課堂中實施PBL教學設(shè)計的差異,發(fā)現(xiàn)在小學數(shù)學課堂中比在高中數(shù)學課堂中實施PBL教學模式教學效果更好,更能調(diào)動學生的學習積極性。并找出PBL教學模式下的數(shù)學課堂教學設(shè)計的優(yōu)勢和不足。優(yōu)勢主要有以下五點:PBL教學模式有利于培養(yǎng)學生數(shù)學學習的興趣;有利于數(shù)學知識的獲得以及綜合運用能力的提高;有利于提高學生的問題意識,培養(yǎng)學生的問題解決能力和創(chuàng)新能力;有利于培養(yǎng)學生的數(shù)學交流能力;有利于學生信息素養(yǎng)的培養(yǎng)。不足方面主要表現(xiàn)為形成合適的問題比較困難;上課時間比較緊;對學生評價操作比較難。最后提出了PBL教學模式可以應用到教師培訓上,這是本研究的后續(xù)方向。
[Abstract]:With the continuous development of educational reform, cultivating innovative talents has become the key goal of education in China. The outline of the National medium and long term Education Reform and Development Plan 2010-2020 clearly proposes to reform the training mode of talents. In order to stimulate students' creative consciousness and cultivate students' thinking ability, various teaching methods, such as inquiry, heuristic, discovery and discussion, are adopted in the course of students' learning. However, the present situation of education in our country is worrying, the teaching method in class is single, teachers explain, students answer mainly, students lack interest in mathematics learning, lack of problem consciousness, it is difficult to cultivate students' innovative consciousness. To change the present situation, the key lies in classroom teaching, the most core, the most fundamental and the most important link in the implementation of classroom teaching is classroom teaching design. Problem-Based learning is an effective educational concept. This paper probes into the problem of classroom teaching design under the PBL teaching mode from the aspects of theory and practice. Firstly, the origin and development of PBL, the theoretical basis and connotation characteristics of PBL teaching mode are expounded according to the relevant literature at home and abroad. The core problem of this study is how to construct the mathematics classroom teaching design model under the PBL teaching mode. This model is integrated with the PBL educational idea in the classical teaching design, including the preliminary analysis. There are three parts: decision making and generation of teaching design and teaching evaluation. The decision-making and generation of teaching design is to create problem situations, form thematic problems, analyze and explore problems, solve problems, form results and comprehensively evaluate four stages on the basis of making teaching objectives. On the basis of this model, two cases of classroom teaching design are made in combination with the specific teaching contents of primary and secondary schools. They are the application of function, liter and milliliter, and the empirical research is carried out in the classroom. This paper compares the differences of PBL teaching design between primary mathematics class and senior high school mathematics classroom, and finds that the teaching effect of PBL teaching mode in primary school mathematics classroom is better than that in high school mathematics classroom, and it can arouse the students' learning enthusiasm. And find out the advantages and disadvantages of mathematics classroom teaching design under PBL teaching mode. The main advantages are as follows: the following five points: PBL teaching model is conducive to cultivating students' interest in mathematics learning; it is conducive to the acquisition of mathematical knowledge and the improvement of comprehensive application ability; and it is conducive to raising students' awareness of problems. It is beneficial to cultivate the students' ability of mathematical communication and the cultivation of students' information literacy. The deficiency mainly shows that it is difficult to form suitable problems, the class time is tight, and it is difficult to evaluate the students. Finally, the author puts forward that PBL teaching mode can be applied to teacher training, which is the follow-up direction of this study.
【學位授予單位】：曲阜師范大學
【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：1918211