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“问题解决”教学策略在高中数学教学中的实验研究
Experimental Research on Teaching Strategy of Problem-solving in the Mathematical Teaching of High School
【作者】 高延军;
【导师】 罗增儒;
【作者基本信息】 陕西师范大学 , 教育, 2002, 硕士
【摘要】 问题解决是1980年美国数学教师联合会提出的,此后问题解决作为数学教育改革的核心成了国际数学教育研究的热点,并逐渐发展为数学教育改革的一条主线。其核心是通过解决有意义的实际问题来学习隐含于问题背后的科学知识。为了使素质教育真正落到实处,我国在基础教育课程改革中,在教育理念、教育目标、教育方法、教学方法、学习方法等方面提出了一系列转变,如何在课堂教学中实现这些转变,将是十分重要的理论和实践课题。本研究正是在新课程改革的背景下,针对传统教学的弊端,为实现新课程改革中提出的教育、教学新理念等所做的初步探索。 第一部分:引言 针对目前高中数学教学的现状,提出了在课堂教学中以问题解决为基础实现观念、教法、学法的转变是实现新课程改革中提出的教育教学目标的好的选择。并对问题解决从心理学和数学教育研究的历史和现状进行了综述,指出问题解决应该是与时俱进的。 第二部分:问题解决教学策略的理论基础 首先简要地介绍了心理学的新成果——建构主义学习理论的知识观、学习观及学习特征,然后以此为指导,重新审视了数学问题解决及其心理过程、影响因素,提出了数学问题解决是以目标为定向,以思维为内涵的心理活动,其本质是一种思维构造,是一种建构已知情景到目标情景的桥梁的思维构造。并以此为依据,提出了问题解决学习的含义及六个特征:情景性、建构性、积极性、社会性、累积性、反思评价性特征,同时还提出了问题解决教学的五个特征:激励性、民主性、协调性、示范者、认知支架特征。 第三部分:数学问题解决的教学策略 在对上述理论认识的基础上,提出了数学问题解决教学的四条策略:(1)创设问题情景的策略;(2)引导学生独立探索的策略;(3)组织学生交流讨论的策略;(4)指导学生反思评价的策略。并从理论上阐述了这四条策略的含义以及为什么要提出这些策略、怎样实施这些策略;并指出在实施这些策略时应注意的问题。 第四部分:数学问题解决的教学程序 为了使问题解决教学策略在课堂教学中具有可操作性,我们又提出了数学问题解决的教学程序:问题提出——问题分析——问题解决——理性归纳——问题应用——反馈调节。指出了各环节中教师的作用、教学目的和教师、学生的活动。 第五部分:实验研究 为了检验问题解诀教学策略及程序的有效性,对高一两个班学生进行了实验研究,并在三方面取得了明显效果,得出如下结论: 1、实施问题解决教学策略有助于提高学生的数学学习的兴趣; 2、实施问题解决教学策略有助于培养学生的主体意识; 3、实施问题解决教学策略有助于提高学生的学业成绩。 文章还对所得的三个结论作了进一步的原因分析,指出了下一步研究的方向,并从实验过程中得到了一些有益的教学启示。
【Abstract】 Problem-solving was first raised by the united states Joint committee of Mathematics Teachers in 1980. Since then, it has become a topic of general interest of the national mathematic education research and a thread of mathematic education reform. It focus on acquiring scientific Knowledge implied in the problems by solving important and practical problems. The present experimental study, under the circumstance of newly-established course reform, criticizes the disadvantages of traditional teaching method and makes the first exploration on how to realize the eductive and instructive goods of the new course reform.The paper is divided into five section .The first section: IntroductionThe paper advance that problem-solving during the class is a good choice to realize the aim of new course reform and states it in psychology and mathematics education , and point out that the problem-solving should be improved with developing situation.The second section: The basic theory of teaching strategies of problem-solvingBased on the theory of constructivism, this article revacates the essence, mental process and influential factors of problem-solving, trying to reveal the nature, motive of characteristics problem-solving study and teaching, according to this , the article puts forward the ways of problems and its features, such as circumstance, construction, positive ness , popularity, accumulation and reversibility; besides, encouragement, democracy ,coordination demonstration and conition have also been raised. The third section: The teaching strategies of problem - solvingThe teaching strategies of problem - solving, proposed in the study are:(1) innovating problem situations;(2) independent exploration;(3) exchange and discussion;(4) induce and deduce.The fourth section: The teaching procedure of problem - solvingThe teaching procedure of problem-soling highlighted in the paper is problemraising → analysis of problem→ problem solving → rational induction → problemapplication→ adjustment.The fifth section: Experiment research The conclusion drawn in the experiment is as follows:(1) Implementing the teaching strategy of problem solving takes advantage to arouse students interest in mathematics.(2) Fulfilling the teaching strategy of problem solving is helpful developing the subject status of students.(3) Executing the teaching strategy of problem solving plays a leading role in bringing about good results students will achieve in their exams.
【Key words】 problem-solving; Teaching strategy; Teaching procedure; Experimental research;
- 【网络出版投稿人】 陕西师范大学 【网络出版年期】2004年 01期
- 【分类号】G633.6
- 【被引频次】1
- 【下载频次】611