培養(yǎng)高中生提出數(shù)學(xué)問題能力的策略研究
發(fā)布時(shí)間：2019-07-08 19:33
【摘要】：“數(shù)學(xué)問題提出”是國內(nèi)外專家學(xué)者非常關(guān)注的課題。學(xué)生的提出數(shù)學(xué)問題能力,無論社會(huì)需求還是個(gè)人發(fā)展都很重要。我國逐漸開始重視培養(yǎng)學(xué)生提出數(shù)學(xué)問題的能力,除了在課程標(biāo)準(zhǔn)中做了要求之外,很多研究者進(jìn)行了調(diào)查研究和實(shí)踐。但是國內(nèi)外已有的關(guān)于數(shù)學(xué)問題提出能力的研究主要集中在義務(wù)教育階段,對(duì)于高中生提出數(shù)學(xué)問題能力的關(guān)注很少,所以本課題聚焦我國的高中生,探究培養(yǎng)高中生提出數(shù)學(xué)問題能力的策略。基于上述認(rèn)識(shí),本課題利用文獻(xiàn)法、訪談法、問卷調(diào)查法等研究方法,對(duì)高中生提出數(shù)學(xué)問題能力的現(xiàn)狀及影響因素進(jìn)行探索,進(jìn)而提出培養(yǎng)策略。本課題具體的研究過程和研究結(jié)論如下：首先,通過研究大量相關(guān)文獻(xiàn),明晰當(dāng)前對(duì)于提出數(shù)學(xué)問題能力的研究進(jìn)程、研究價(jià)值和理論依據(jù)。其次,本課題設(shè)計(jì)了三個(gè)調(diào)查,分別是教師訪談、學(xué)生提出數(shù)學(xué)問題能力測(cè)試以及對(duì)學(xué)生問卷調(diào)查。經(jīng)過數(shù)據(jù)分析得出結(jié)論：教師能夠認(rèn)識(shí)到培養(yǎng)學(xué)生提出問題能力的重要性,但是在如何培養(yǎng)的策略上以及真正的教學(xué)行為上,并沒有凸顯出對(duì)學(xué)生提出問題能力的培養(yǎng)。高中生提出的數(shù)學(xué)問題還處于低級(jí)水平,提出問題的思考角度單一,運(yùn)用的方法也大致相同,無論是從數(shù)量還是質(zhì)量上都不樂觀。造成這種現(xiàn)狀的原因可以從個(gè)人因素和外界因素來看。個(gè)人方面,學(xué)生本身缺乏質(zhì)疑精神和探究心理；沒有反思的習(xí)慣；有服從權(quán)威、怕被嘲笑等消極的心理等。外界因素主要是教師的態(tài)度和行為,學(xué)生提出問題后沒能得到有效積極地反饋,而且沒有相應(yīng)的方法指導(dǎo)等�；谝陨险{(diào)查研究,本課題建構(gòu)培養(yǎng)高中生提出數(shù)學(xué)問題能力的培養(yǎng)模型。本課題提出對(duì)高中生提出數(shù)學(xué)問題能力的培養(yǎng)可以分為以下四個(gè)部分：激發(fā)學(xué)生提出數(shù)學(xué)問題——培養(yǎng)學(xué)生提出數(shù)學(xué)問題習(xí)慣——教授學(xué)生提出數(shù)學(xué)問題方法——激勵(lì)學(xué)生提出數(shù)學(xué)問題。
[Abstract]:Mathematical problem proposal is a subject of great concern to experts and scholars at home and abroad. Students' ability to ask mathematical questions is very important, both in terms of social needs and personal development. Our country has gradually begun to pay attention to the cultivation of students' ability to ask mathematical problems. In addition to the requirements in the curriculum standards, many researchers have carried out investigation and practice. However, the existing research on the ability to put forward mathematical problems at home and abroad is mainly focused on the stage of compulsory education, and little attention has been paid to the ability of senior high school students to put forward mathematical problems, so this paper focuses on the senior high school students in our country and explores the strategies to cultivate the ability of senior high school students to put forward mathematical problems. Based on the above understanding, this paper uses literature method, interview method, questionnaire survey and other research methods to explore the current situation and influencing factors of senior high school students' ability to put forward mathematical problems, and then put forward training strategies. The specific research process and conclusions of this subject are as follows: first of all, through the study of a large number of relevant literature, clear the current research process for the ability to put forward mathematical problems, research value and theoretical basis. Secondly, three surveys are designed, which are teacher interviews, students' ability to put forward mathematical questions and questionnaires. Through data analysis, it is concluded that teachers can realize the importance of cultivating students' ability to ask questions, but in terms of how to cultivate strategies and real teaching behavior, they do not highlight the cultivation of students' ability to ask questions. The mathematical problems put forward by senior high school students are still at the low level, the thinking angle of asking questions is single, and the methods used are about the same, no matter in terms of quantity or quality, they are not optimistic. The reasons for this situation can be seen from personal and external factors. Personally, the students themselves lack the spirit of questioning and inquiry; there is no habit of reflection; there are negative psychology such as obedience to authority, fear of being laughed at, and so on. The external factors are mainly the attitude and behavior of teachers, students can not get effective and positive feedback after asking questions, and there is no corresponding method guidance and so on. Based on the above investigation and research, this paper constructs a training model to cultivate the ability of senior high school students to put forward mathematical problems. This paper puts forward that the cultivation of senior high school students' ability to put forward mathematical problems can be divided into the following four parts: arousing students to put forward mathematical problems, cultivating students' habit of putting forward mathematical problems, teaching students to put forward mathematical problems, and motivating students to put forward mathematical problems.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6
本文編號(hào)：2511824
[Abstract]:Mathematical problem proposal is a subject of great concern to experts and scholars at home and abroad. Students' ability to ask mathematical questions is very important, both in terms of social needs and personal development. Our country has gradually begun to pay attention to the cultivation of students' ability to ask mathematical problems. In addition to the requirements in the curriculum standards, many researchers have carried out investigation and practice. However, the existing research on the ability to put forward mathematical problems at home and abroad is mainly focused on the stage of compulsory education, and little attention has been paid to the ability of senior high school students to put forward mathematical problems, so this paper focuses on the senior high school students in our country and explores the strategies to cultivate the ability of senior high school students to put forward mathematical problems. Based on the above understanding, this paper uses literature method, interview method, questionnaire survey and other research methods to explore the current situation and influencing factors of senior high school students' ability to put forward mathematical problems, and then put forward training strategies. The specific research process and conclusions of this subject are as follows: first of all, through the study of a large number of relevant literature, clear the current research process for the ability to put forward mathematical problems, research value and theoretical basis. Secondly, three surveys are designed, which are teacher interviews, students' ability to put forward mathematical questions and questionnaires. Through data analysis, it is concluded that teachers can realize the importance of cultivating students' ability to ask questions, but in terms of how to cultivate strategies and real teaching behavior, they do not highlight the cultivation of students' ability to ask questions. The mathematical problems put forward by senior high school students are still at the low level, the thinking angle of asking questions is single, and the methods used are about the same, no matter in terms of quantity or quality, they are not optimistic. The reasons for this situation can be seen from personal and external factors. Personally, the students themselves lack the spirit of questioning and inquiry; there is no habit of reflection; there are negative psychology such as obedience to authority, fear of being laughed at, and so on. The external factors are mainly the attitude and behavior of teachers, students can not get effective and positive feedback after asking questions, and there is no corresponding method guidance and so on. Based on the above investigation and research, this paper constructs a training model to cultivate the ability of senior high school students to put forward mathematical problems. This paper puts forward that the cultivation of senior high school students' ability to put forward mathematical problems can be divided into the following four parts: arousing students to put forward mathematical problems, cultivating students' habit of putting forward mathematical problems, teaching students to put forward mathematical problems, and motivating students to put forward mathematical problems.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前3條
1 路達(dá);支架式教學(xué)模式下高一化學(xué)教學(xué)設(shè)計(jì)研究與應(yīng)用[D];內(nèi)蒙古師范大學(xué);2018年
2 郭淑惠;高一學(xué)生提出物理問題水平研究[D];河南大學(xué);2018年
3 鐘彩容;高中生數(shù)學(xué)問題提出能力影響因素研究[D];云南師范大學(xué);2018年
，本文編號(hào)：2511824
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