發(fā)布時間：2018-05-26 14:16

  本文選題：數(shù)學程序性知識 + 數(shù)學理解��； 參考：《山東師范大學》2016年碩士論文

【摘要】：數(shù)學程序性知識是高中生數(shù)學學習的重要組成部分,它不僅能夠影響到學生的學習成績,而且對學生學習信念和學習積極性等各方面都有一定影響�，F(xiàn)實的情況是部分高中生不能夠理解數(shù)學程序性知識,因此,研究高中生數(shù)學程序性知識認知理解過程是非常重要的。當前關(guān)于數(shù)學理解的研究多集中在數(shù)學理解的內(nèi)涵、層次、特點、功能、以及調(diào)查研究等方面,而對于數(shù)學認知理解的研究比較少,特別是對理解程序性知識的心理過程的研究幾乎沒有。本人在前人研究的基礎(chǔ)上,結(jié)合當前高中生數(shù)學程序性知識的學習情況,深入研究了高中生數(shù)學程序性知識認知理解心理過程,并且在研究基礎(chǔ)上提出了相應(yīng)的教學要求和教學建議。本文主要采用了文獻分析法、訪談法和口語報告法等研究方法。本文的研究順序是:第一,閱讀大量與數(shù)學理解有關(guān)的文獻,對國內(nèi)外數(shù)學理解的已有研究進行綜述;第二,閱讀大量與程序性知識和數(shù)學認知理解有關(guān)的文獻,并且做相關(guān)的理論分析;第三,制定教師訪談提綱,并通過訪談初步確定影響高中生數(shù)學程序性知識認知理解的因素;第四,制定學生訪談提綱,并通過對學生的初步訪談最終確定影響高中生數(shù)學程序性知識認知理解的因素;第五,對學生進行訪談,確定影響高中生數(shù)學程序性知識認知理解的關(guān)鍵因素是什么;第六,對學生進行訪談,在影響高中生數(shù)學程序性知識認知理解的關(guān)鍵因素的基礎(chǔ)上,總結(jié)出高中生數(shù)學程序性知識認知理解的過程、特點和模型;第七,根據(jù)以上的研究結(jié)果和結(jié)論,提出相應(yīng)的教學要求和教學建議。本文研究得出的主要結(jié)論有:一、影響高中生數(shù)學程序性知識認知理解的因素主要有六個,分別是新舊知識之間的聯(lián)系、數(shù)學程序性知識相關(guān)歷史、數(shù)學程序性知識相關(guān)證明、數(shù)學程序性知識相關(guān)應(yīng)用、數(shù)學程序性知識相關(guān)原則和數(shù)學程序性知識相關(guān)適用范圍;二、影響高中生數(shù)學程序性知識認知理解最關(guān)鍵的因素是新舊知識之間聯(lián)系;三、高中生數(shù)學程序性知識認知理解過程具有積極主動性、連續(xù)性、順序性、遲緩性、惰性和迅捷性的特點;四、高中生數(shù)學程序性知識認知理解的過程主要是學生認知結(jié)構(gòu)當中產(chǎn)生式系統(tǒng)的不斷完善。具體如下:學生遇到新的數(shù)學程序性知識后積極主動的搜索認知結(jié)構(gòu)當中與之相關(guān)的命題網(wǎng)絡(luò),并經(jīng)過一定的操作之后形成產(chǎn)生式,通過篩選組合產(chǎn)生式形成簡單的產(chǎn)生式系統(tǒng),如果學生滿足于簡單的產(chǎn)生式系統(tǒng),那么他將處于假理解狀態(tài),如果不滿足于當前狀態(tài)就會繼續(xù)積極主動搜索認知結(jié)構(gòu)當中的命題網(wǎng)絡(luò),并最終篩選組合成完整的產(chǎn)生式系統(tǒng),達到實理解狀態(tài)。最后,根據(jù)以上的研究結(jié)果和結(jié)論,提出的教學要求為:一、教師要加強自身知識儲備量;二、根據(jù)具體數(shù)學程序性知識制定具體的教學過程;三、了解高中生的數(shù)學程序性知識認知理解水平,關(guān)注學生的心理機制;四、認識到教師的主導地位且把這種地位發(fā)揮的正確有效;五、注重學生的主體地位;六、注重對學生學習動機和學習積極性的激發(fā)。提出的教學建議為:一、不要給予解題模板,引導學生真正理解數(shù)學程序性知識;二、引導學生反思,促進程序性知識的理解與獲得;三、積極與學生進行交流,對學生學習情況進行及時評價;四、制定恰當?shù)慕虒W情境和教學內(nèi)容;五、引導學生加強新舊知識聯(lián)系,促進學生知識系統(tǒng)化;六、發(fā)現(xiàn)學生對數(shù)學程序性知識理解力的不同,做到因材施教和個性化教學;七、更多的教授數(shù)學程序性知識的相關(guān)原則、相關(guān)應(yīng)用和相關(guān)歷史等各方面相關(guān)知識;八、利用合適材料促進學生從假理解到實理解狀態(tài)的轉(zhuǎn)換。
[Abstract]:The mathematical programming knowledge is an important part of the high school students' mathematics learning. It not only affects the students' academic achievements, but also has some influence on the students' learning beliefs and learning enthusiasm. The actual situation is that some high school students can not understand the mathematical programming knowledge. Therefore, the study of high school students' mathematical programming knowledge is studied. The process of understanding cognitive understanding is very important. The current research on mathematical understanding is mainly focused on the connotation, levels, characteristics, functions, and investigation and research of mathematical understanding, and there are few studies on cognitive understanding of mathematics, especially the research on the process of understanding procedural knowledge. On the basis of this, combined with the current high school students' learning of mathematical programming knowledge, this paper deeply studies the cognitive process of cognitive understanding and understanding of high school students' mathematical programming knowledge, and puts forward the corresponding teaching requirements and teaching suggestions on the basis of the study. This paper mainly adopts the methods of literature analysis, interview and oral report method. The following order is: first, reading a large number of literature related to mathematical understanding, summarizing the existing research on mathematical understanding at home and abroad; second, reading a large number of documents related to procedural knowledge and cognitive understanding of mathematics, and making relevant theoretical analysis; third, formulating an outline of teacher interview, and preliminarily determining the number of high school students through interviews. Learn the factors of cognitive understanding of procedural knowledge; fourth, make an outline of student interview, and finally determine the factors that affect the cognitive understanding of the mathematical procedural knowledge of high school students through the preliminary interview to the students; fifth, interview the students to determine the key factors that affect the cognitive understanding of the mathematical procedural knowledge of the high school students; sixth, to the students. In the interview, on the basis of the key factors affecting the cognitive understanding of high school students' mathematical programming knowledge, the process, characteristics and models of the cognitive understanding of high school students' mathematical programming knowledge are summed up. Seventh, according to the results and conclusions above, the corresponding teaching requirements and teaching suggestions are put forward. There are six main factors affecting the cognitive understanding of the high school students' mathematical programming knowledge, which are the links between the old and the new knowledge, the related history of the mathematical programming knowledge, the related proof of the mathematical programming knowledge, the application of the mathematical programming knowledge, the related application of the mathematical procedural knowledge and the mathematical procedural knowledge, and the influence of the two. The most important factor in cognitive understanding of high school students' mathematical programming knowledge is the connection between old and new knowledge. Three, the process of cognitive understanding of mathematical procedural knowledge of high school students has the characteristics of active initiative, continuity, sequence, sluggishness, inertia and rapidity; and four, the process of cognitive understanding of the mathematical procedural knowledge of high school students is mainly the cognition of students. As the students meet new mathematical programming knowledge, the students are actively searching for the related propositional networks in the cognitive structure after encountering new mathematical programming knowledge, and form a production form after a certain operation, and form a simple production system by screening the combination generation, if the students are satisfied with the simple production. In a system of birth, he will be in a state of false understanding. If he is not satisfied with the current state, he will continue to actively search the propositional network in the cognitive structure, and finally filter it into a complete production system to achieve the actual understanding. Finally, according to the results and conclusions of the above research, the teaching requirements are as follows: first, teachers should add Strong self knowledge reserves; two, according to specific mathematical programming knowledge to formulate specific teaching process; three, to understand the level of cognitive understanding of mathematical procedural knowledge of high school students, pay attention to the psychological mechanism of students; four, understand the teacher's dominant position and make the position of this position correct and effective; five, pay attention to the main position of the students; six, pay attention to the right The students' motivation of learning and the motivation of learning enthusiasm are: first, do not give the template to solve the problem, guide students to truly understand the mathematical programming knowledge; two, guide students to reflect, promote the understanding and acquisition of procedural knowledge; three, actively and students to make a timely evaluation of students' learning situation; four, make the appropriate work. The teaching situation and content of teaching; five, guide the students to strengthen the old and new knowledge connection, promote the systematization of students' knowledge; six, find the students' different understanding of the mathematical programming knowledge, to teach students in accordance with their aptitude and individualized teaching; seven, more relevant principles of teaching mathematical programming knowledge, related applications and related history, and so on. Knowledge; eight, use appropriate materials to promote students' conversion from false understanding to real understanding.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.6

【參考文獻】

相關(guān)期刊論文 前10條

1 金鈺;;師范生數(shù)學理解的障礙及對策分析[J];寧夏師范學院學報;2014年03期

2 張麗升;;數(shù)學活動情境中的陳述性知識與程序性知識的整合[J];前沿;2013年23期

3 蔡瑾;;評價數(shù)學理解水平的定性和定量相結(jié)合方法分析[J];長春教育學院學報;2013年18期

4 楊澤忠;;關(guān)于數(shù)學理解過程的調(diào)查研究[J];數(shù)學教育學報;2012年06期

5 楊慧卿;;數(shù)學理解水平評定方法及其數(shù)學模型構(gòu)建研究[J];滁州學院學報;2012年05期

6 莫順婷;;淺談程序性知識的英語教學[J];衛(wèi)生職業(yè)教育;2011年19期

7 畢力格圖;史寧中;馬云鵬;;基于數(shù)學教育觀的“理解”之理解[J];東北師大學報(哲學社會科學版);2011年02期

8 肖小勇;;程序性知識教學改革探論[J];武陵學刊;2010年06期

9 徐彥輝;;高中生對數(shù)學理解性學習認識的因素結(jié)構(gòu)[J];數(shù)學教育學報;2010年02期

10 劉良華;;數(shù)學理解的認知過程及其教學策略[J];高等函授學報(自然科學版);2009年04期

，

本文編號：1937533