【作者】 邢雅峰；

【导师】 周仕荣；

【作者基本信息】 漳州师范学院 ， 课程与教学论， 2012， 硕士

【摘要】 设法满足所有学生的教育需要，使所有学生能充分发挥其潜能，是教育的使命。虽然当前世界各国对数学资优生的研究都取得了一些成果，但我国对这方面的研究还相对薄弱。数学认知理解是数学教育中的核心问题，各国数学课程改革焦点之一就是强调理解地学习数学。研究数学资优教育，探索数学资优生的综合数学素质，就需要搞清楚数学资优生到底能够达到数学认知理解的哪一级水平，特征是什么，一线课堂实施资优教育的情况如何，如何有效提高现实中数学资优生的数学认知水平，如何有效引导资优生健康地成长，等等。本文首先通过文献梳理，修改和设计了数学认知理解水平框架，即操作性理解、概念性理解、关联性理解；接着通过问卷调查、访谈、课堂观察等方法，对四所中学80多名九年级资优生的数学认知理解层次和特征作了深入调查和系统分析。研究发现：九年级资优生突出体现在发展性困惑，数学认知理解水平大部分处于操作性理解、概念性理解水平，很少达到关联性理解水平；九年级资优生的数学认知理解呈现出多样化的特征。其次，通过课堂观察对一线课堂的数学资优教育情况进行了分析和总结。研究发现，资优生在课堂上精力过剩，资优生急切需要有针对性的“扬长”教育。最后，根据调查结果对学校和教师提出了改进资优生教育的建议，包括促进资优生数学认知理解的教学策略，以及对开展数学资优教育的建议。更多还原

【Abstract】 The mission of education is to try to meet the educational needs of all students(regardless of ability level), so that all students can fulfill their potentiality. Although someachievements about the study of gifted students have been made in the current world, butdomestic research in this field is relatively deficiency. Mathematics cognitive understandingis the central issue of mathematics education, and one of the focuses of reform in all thenations is to emphasize studying mathematics understanding.To explore the comprehensivequality of mathematics of gifted students, the research need to figure out what level giftedstudents achieved in mathematical cognitive understanding, and the characteristics andfirst-line classroom implementation of gifted education. How to improve the depth ofmathematics cognitive understanding of gifted students, and guide the growth of giftedstudents effectively are also the key points.First of all, the researcher reviewed the literature, modified and designed the levelframework of mathematical cognition understanding (ie operational understanding、conceptual understanding、 relevant understanding). Second, the researcher conductedinvestigation and systematical analysis for levels and characteristics of mathematicalcognitive understanding of more than80ninth-grade gifted students in four secondaryschools by means of questionnaires、interviews、classroom observation and other methods.The results showed that: students of ninth grade are embodied in the confusion ofdevelopment, their mathematical cognitive understanding levels are most in practicalunderstanding and conceptual understanding levels, rarely can achieve relevant understandinglevel. Mathematical cognitive understanding of ninth-grade gifted students showed diversecharacteristics.Secondly, through classroom observation the gifted education of mathematicalclassroom situation is summarized. The results showed that the energy of gifted students infour schools is excess, and, the reality is how gifted students are badly need of suitableeducation. Finally, according to the survey results, the suggestions for schools and teachers toimprove the gifted students’ education, promote gifted students’ mathematical cognitiveunderstanding and gifted education in mathematics were proposed.更多还原