【摘要】：為了全面貫徹黨的教育方針,推進(jìn)素質(zhì)教育,全國(guó)各地都進(jìn)行了課程改革。在新課程改革中,數(shù)學(xué)作為一門(mén)基礎(chǔ)學(xué)科,各校課改中都較重視。數(shù)學(xué)最突出的特點(diǎn)是高度的抽象性,因此,如何讓課本上的知識(shí)“形象”起來(lái),如何激發(fā)學(xué)生學(xué)習(xí)數(shù)學(xué)的興趣,提高課堂效率,是當(dāng)前數(shù)學(xué)老師考慮較多的問(wèn)題。近幾年來(lái),多種數(shù)學(xué)教學(xué)軟件走進(jìn)課堂,在眾多的數(shù)學(xué)教學(xué)軟件中幾何畫(huà)板具有動(dòng)態(tài)性,準(zhǔn)確性,直觀性,易用性,開(kāi)放性的特點(diǎn),對(duì)提高數(shù)學(xué)課堂效率有很大的幫助。利用幾何畫(huà)板使得學(xué)生“聽(tīng)數(shù)學(xué)”變成了“操作數(shù)學(xué)”,把抽象的數(shù)學(xué)轉(zhuǎn)化成直觀形象的數(shù)學(xué)。但是幾何畫(huà)板的普及使用后,一線教師對(duì)該軟件的系統(tǒng)學(xué)習(xí)壓力很大,課堂的重難點(diǎn)也不一定因?yàn)槭褂脦缀萎?huà)板而變得容易理解,教師對(duì)幾何畫(huà)板認(rèn)識(shí)不到位等,如何處理是本研究要解決的問(wèn)題。本論文分為七部分,第一部分主要介紹本研究的背景及意義,提出研究的目的,研究成果給一線老師授課一些幫助,提高老師的備課效率,本論文的研究方法是文獻(xiàn)法,訪談?wù){(diào)查法和行動(dòng)研究法。第二部分是現(xiàn)狀研究及問(wèn)題分析,通過(guò)相關(guān)文獻(xiàn)分析研究,已有研究這些文章不能系統(tǒng)幫助老師提高幾何畫(huà)板的操作技能。第三部分主要調(diào)查本校初中數(shù)學(xué)教師使用幾何畫(huà)板教學(xué)存在的問(wèn)題,調(diào)查發(fā)現(xiàn),教師對(duì)幾何畫(huà)板的認(rèn)識(shí)存在一些誤區(qū),實(shí)際操作水平還不能滿足教學(xué)需求,還存在教學(xué)效果不佳的問(wèn)題。第四部分主要介紹利用幾何畫(huà)板提高課堂效率的一些建議。第五部分針對(duì)數(shù)學(xué)教學(xué)中的三大模塊:代數(shù)、幾何、代數(shù)與幾何綜合,設(shè)計(jì)三個(gè)對(duì)應(yīng)典型案例,在典型案例中呈現(xiàn)了如何使用幾何畫(huà)板的思考。第六部分描述了三個(gè)典型案例實(shí)施后,從學(xué)生的角度反映出幾何畫(huà)板適當(dāng)應(yīng)用后的教學(xué)效果。第七部分,是本論文的小結(jié),總結(jié)本研究的優(yōu)勢(shì)和不足。采用本文建議的方法,能夠減輕教師的負(fù)擔(dān),并且提升學(xué)生的學(xué)習(xí)興趣,在一定程度上提高數(shù)學(xué)課堂效率。
[Abstract]:In order to fully implement the Party's educational policy and promote quality education, curriculum reform has been carried out all over the country. In the new curriculum reform, mathematics, as a basic subject, is paid more attention to in the curriculum reform of each school. The most prominent feature of mathematics is a high degree of abstractness. Therefore, how to make the knowledge "image" in the textbook, how to stimulate students' interest in learning mathematics and improve classroom efficiency is a more serious problem for mathematics teachers at present. In recent years, a variety of mathematics teaching software has entered the classroom. Among many mathematics teaching software, geometric drawing board has the characteristics of dynamic, accurate, intuitive, easy to use and open, which is of great help to improve the efficiency of mathematics classroom. Using geometric drawing board, students' listening mathematics becomes operational mathematics, and abstract mathematics is transformed into intuitionistic mathematics. However, after the popularization and use of geometric drawing board, the front-line teachers have a lot of pressure on the systematic study of the software, and the heavy and difficult points in the classroom are not necessarily easy to understand because of the use of geometric drawing board, and teachers do not have a good understanding of geometric drawing board, and so on. How to deal with it is the problem to be solved in this study. This paper is divided into seven parts. The first part mainly introduces the background and significance of this study, puts forward the purpose of the study, and the research results give some help to the front-line teachers to improve the efficiency of lesson preparation. The research method of this paper is the literature method. Interview survey method and action research method. The second part is the present situation research and the problem analysis, through the related literature analysis research, has studied these articles can not systematically help the teacher to improve the geometry drawing board operation skill. The third part mainly investigates the problems existing in the use of geometric drawing board by junior middle school mathematics teachers in our school. It is found that there are some misunderstandings in teachers' understanding of geometric drawing board, and the actual operation level can not meet the teaching needs. There is also the problem of poor teaching effect. The fourth part mainly introduces some suggestions to improve classroom efficiency by using geometric drawing board. In the fifth part, three corresponding typical cases are designed for the three modules of mathematics teaching: algebra, geometry, algebra and geometry synthesis, and the thinking on how to use geometric drawing board is presented in the typical case. The sixth part describes the teaching effect of the proper application of geometric drawing board from the point of view of students after the implementation of three typical cases. The seventh part is the summary of this paper, which summarizes the advantages and disadvantages of this study. The method suggested in this paper can lighten the burden of teachers, enhance students' interest in learning, and improve the efficiency of mathematics classroom to a certain extent.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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