高中生数学反思性学习的调查研究
|
摘要
高中数学课标中明确指出数学课程的基本理念包括,在学习数学和运用数学解决问题时,要不断地经历反思与建构等思维过程.现实中,我们经常会发现很多学生对学习的态度仅仅只是完成任务,很少有自己的思考和反思过程.本文主要运用调查问卷和访谈的研究方法,阐述了高中生数学反思性学习的现状调查和分析.在此基础上就课前,课堂,课后三方面提出数学反思性学习的策略,其中课堂教学方面,学生分别在概念教学、解题教学、课堂小结、课堂“意外”中养成数学反思性学习习惯;课后学习方面,学生分别在作业、测试、交流、阶段性复习中培养反思能力.反思性学习在高中数学学习中尤为重要,将反思性数学学习融入现今数学学习中的关键在于教师引导学生自我反思,养成反思习惯,提高反思能力.
The concept of Mathematics curriculum stated in the Standard for high School Matematics basically involves the continual reflection and construction in Maths learning as well as application. In fact, it has been found that few students have a serious attitude towards Maths learning, and nor develop their own process of reflection. In this study, the reflectional learning of Maths among high school students was investigated and analyzed through a questionnaire and the interviews. Some reflectional learning strategies were, then, put forward from the perspectives of before class, after class, and in class. In class teaching, students are suggested form the habit of reflectional learning by means of concepts teaching, solving teaching, class summary, and class accident. In terms of afterclass learning, the ability of reflection should be cultured in assignments, tests, communication, and phasic revision. Taking the great importance of reflectional learning of high school Maths, its introduction to the present Maths learning counts on teachers who should help students with self-reflection, at the same time, its formation and improvement.
The concept of Mathematics curriculum stated in the Standard for high School Matematics basically involves the continual reflection and construction in Maths learning as well as application. In fact, it has been found that few students have a serious attitude towards Maths learning, and nor develop their own process of reflection. In this study, the reflectional learning of Maths among high school students was investigated and analyzed through a questionnaire and the interviews. Some reflectional learning strategies were, then, put forward from the perspectives of before class, after class, and in class. In class teaching, students are suggested form the habit of reflectional learning by means of concepts teaching, solving teaching, class summary, and class accident. In terms of afterclass learning, the ability of reflection should be cultured in assignments, tests, communication, and phasic revision. Taking the great importance of reflectional learning of high school Maths, its introduction to the present Maths learning counts on teachers who should help students with self-reflection, at the same time, its formation and improvement.
引文
[1]范娟.浅谈数学反思性学习能力的培养[J].才智,2008(6):15
[2]鲍银霞.有效学习发生的条件及其对教师教学的要求[J].青年导刊,2005(9):14-16
[3] Christa Kaune.Reflection and Metacognition in Mathematics Education——Tools for the Improvement of Teaching Quality[J].ZDM,2006,38(4):350-360
[4]刘玉波.引发反思意识,完善学生数学思维品质[J].中小学教材教学,2004(3):29-31
[5]陆红.浅谈初中数学教学反思性学习的必要性及策略[J].科教文汇,2008(4):80
[6]陈开龙.中学数学的反思性学习初探[J].数学教学通讯,2006(7): 1-4
[7]白伟雄.浅谈高中数学的反思性学习[J].数学通报,2006(12):48-50
[8]邓海明.反思的态度及反思内涵的扩展[J].广东教育,2003(6):19-20
[9]曾秀云.运用元认知理论,培养反思能力[J].南平师专学报,2006(1):40-41
[10]常蓓蓓.试论反思性数学学习[J].成功(教育),2009(8):134
[11]蔡妙通.浅谈反思性学习在数学教学中的意义[J].中国校外教育,2009(8):275
[12]楼黎社,张晓晶.把握认知心理,促进反思性学习[J].中小学心理健康教育,2007(5):18-19
[13]张晓红.新课程下反思性数学学习方式探讨[J].科技信息,2007(16):514
[14]皮磊.浅谈反思性数学学习及其意义[J].网络财富,2008(8):132-133
[15]卢明友.数学教学中应用“探究反思”式教学尝试[J].各界(科技与教育),2008(2):50-51
[16]鲁永江.数学课堂中如何引导学生反思性学习[J].考试周刊,2007(26):55-56
[17]李善良.论概念联系与概念网络在数学概念学习中的作用[J].课程教材教法,2005(7):53-58
[18]波利亚.数学与猜想[M].北京:科学出版社,2009:11-14
[19]陆建强.数学(高考聚焦)[M].苏州大学出版社,2003:236-237
[20]杨永茂.引导学生解题后反思,提高学生思维品质[J].郴州师范高等专科学校学报,2002(10):26-29
[21]曾小豆.从一道勾股定理习题的解法谈反思性学习[J].数学教学,2005(9):16-18
[22]张书月.浅谈反思性学习形成的途径[J].中国校外教育,2008(4):101-102
[23]周海川.反思性学习能力在数学教学中的培养途径[J].基础教育研究,2005(8):33-34
[24]裴菊.在数学练习课中加强学生的反思性学习活动[J].中小学教材教学,2005(7):78-80
[25]殷宏亮.培养反思思维习惯,促进创新能力提高[J].湖州师范学院学报,2001(5):62-64
[26]教育心理学[M].华东师范大学出版社:130
[27]俞建忠.浅析课堂教学中反思性学习能力的培养[J].科学咨询(教育科研),2008(8):21
[2]鲍银霞.有效学习发生的条件及其对教师教学的要求[J].青年导刊,2005(9):14-16
[3] Christa Kaune.Reflection and Metacognition in Mathematics Education——Tools for the Improvement of Teaching Quality[J].ZDM,2006,38(4):350-360
[4]刘玉波.引发反思意识,完善学生数学思维品质[J].中小学教材教学,2004(3):29-31
[5]陆红.浅谈初中数学教学反思性学习的必要性及策略[J].科教文汇,2008(4):80
[6]陈开龙.中学数学的反思性学习初探[J].数学教学通讯,2006(7): 1-4
[7]白伟雄.浅谈高中数学的反思性学习[J].数学通报,2006(12):48-50
[8]邓海明.反思的态度及反思内涵的扩展[J].广东教育,2003(6):19-20
[9]曾秀云.运用元认知理论,培养反思能力[J].南平师专学报,2006(1):40-41
[10]常蓓蓓.试论反思性数学学习[J].成功(教育),2009(8):134
[11]蔡妙通.浅谈反思性学习在数学教学中的意义[J].中国校外教育,2009(8):275
[12]楼黎社,张晓晶.把握认知心理,促进反思性学习[J].中小学心理健康教育,2007(5):18-19
[13]张晓红.新课程下反思性数学学习方式探讨[J].科技信息,2007(16):514
[14]皮磊.浅谈反思性数学学习及其意义[J].网络财富,2008(8):132-133
[15]卢明友.数学教学中应用“探究反思”式教学尝试[J].各界(科技与教育),2008(2):50-51
[16]鲁永江.数学课堂中如何引导学生反思性学习[J].考试周刊,2007(26):55-56
[17]李善良.论概念联系与概念网络在数学概念学习中的作用[J].课程教材教法,2005(7):53-58
[18]波利亚.数学与猜想[M].北京:科学出版社,2009:11-14
[19]陆建强.数学(高考聚焦)[M].苏州大学出版社,2003:236-237
[20]杨永茂.引导学生解题后反思,提高学生思维品质[J].郴州师范高等专科学校学报,2002(10):26-29
[21]曾小豆.从一道勾股定理习题的解法谈反思性学习[J].数学教学,2005(9):16-18
[22]张书月.浅谈反思性学习形成的途径[J].中国校外教育,2008(4):101-102
[23]周海川.反思性学习能力在数学教学中的培养途径[J].基础教育研究,2005(8):33-34
[24]裴菊.在数学练习课中加强学生的反思性学习活动[J].中小学教材教学,2005(7):78-80
[25]殷宏亮.培养反思思维习惯,促进创新能力提高[J].湖州师范学院学报,2001(5):62-64
[26]教育心理学[M].华东师范大学出版社:130
[27]俞建忠.浅析课堂教学中反思性学习能力的培养[J].科学咨询(教育科研),2008(8):21
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |