农村高中数学探究性学习的实践与思考
|
摘要
随着我国科教兴国战略的确立及新一轮基础教育课程改革的实施,探究式教学和探究性学习已成为基础教育课程改革的核心问题之一,运用探究式教学引导学生探究式学习的方式也被收入到了最新的课程标准中.经过了7年多的实践,我国的许多教育工作者和研究学者对探究性学习这种新型的学习方式进行了深入地研究和实践,对探究性学习的本质作了更深一层和全面的剖析,使得这一理论更加完善.
本文通过对数学探究性学习的基本理论、产生的历史背景以及国内外开展数学探究性教学情况的研究,阐明在农村高中实施数学探究性学习研究的必要性.通过调查法,研究影响数学探究性学习的因素,探讨如何有效开展农村高中数学探究性学习,在研究中通过测试和问卷调查进行对比实验研究.
全文由六部分组成:
第一部分论述探究性学习的基本涵义,探究性学习的历史发展,探究性学习开展的现状和探究性学习的特点以及价值.
第二部分论述数学探究性学习的本质特点及研究现状和开展数学探性学习的必要性.
第三部分介绍了探究性学习研究的理论依据.
第四部分论述了农村高中学生数学学习现状及原因分析,分析了传统数学教学的数学学习带来的消极后果,对改革农村高中数学教学和数学学习方式提出了几点思考.
第五部分首先介绍了数学探究性学习原则和策略,然后从四个方面通过实例说明我们在实践中的操作模式及其效果,一是定义教学中探究性学习,二是解题教学中的探究性学习,三是专题复习中的探究性学习,四是数学实验中的探究性学习,五是对探究性学习在课堂教学中的实施结果进行分析;并总结出了实施探究性学习的过程中要注意的几个问题.
第六部分是对农村高中实施探究性学习的几点思考.
通过测试和问卷调查进行对比实验研究得出如下结论:
第一:探究性学习的实施促进教师教学水平和提高教师的科研能力.
第二:探究性学习的实施充分调动了学生的主动性和积极性.
第三:探究性学习的实施有助于学生对数学技能、数学知识的本质的掌握,有助于学生形成良好的认知结构,提高了学生的数学成绩.
As China's strategy of rejuvenating the country and the establishment of a new basic education curriculum reform,the implementation of inquiry teaching and learning research has become a basic education curriculum reform one of the core issues, the use of inquiry teaching guide the students to explore ways of learning revenue to be the latest in curriculum standards. After more than seven years of practice, China's many educators and researchers to explore this new type of learning approach to the study of the indepth study and practice of learning to explore the essence of a deeper and comprehensive analysis,makes the theory more perfect.
Based on the mathematical inquiry learning basic theory, the historical background and mathematics at home and abroad to explore the teaching of research,stated in the implementation of rural high school mathematics exploring the need for study and research.Through investigations, studies the effect of learning mathematics explore the factors on how effective rural high school mathematics inquiry learning,in the study of the tests and survey comparing experimental study.
By the six components:
Research on the first part of the basic meaning of learning,inquiry learning the historical development of inquiry to study the current situation and explore the characteristics and learning value.
The second part discusses mathematical explore the nature of learning,and research status and characteristics of mathematical exploration of the necessity of learning.
Research on the third part of the theoretical basis for study and research.
Part IV discusses the rural high school students learning situation and the reasons for mathe matical analysis,analysis of the traditional mathematics teaching mathematics learning the negative consequences of the reform of rural high school mathematics teaching and learning mathem atics Reflections on the way.
Fifth on the first part of the mathematical principles and exploratory learning strategy, and then from four illustrated in the course of practice mode of operation and the effectiveness of teaching. First, the definition of inquiry learning,and the second is the teaching of problem solving inquiry learning,and the third is the topic of literature in the inquiry learning,four of the math exploratory study,five of the inquiry learning in the classroom teaching of the analysis results of the implementation,and summed up the implementation of inquiry in the process of learning some attention to the issue;
Part VI for rural high school study the implementation of inquiry thoughts.
Passed the test and survey comparing experimental study reached the following conclusions:
No.1 exploratory study to promote the implementation of the level of teaching and teachers
to enhance their research capacity; No.2 the implementation of inquiry learning of the students to fully mobilize the enthusiasm and initiative;
No.3 the implementation of inquiry help students learn mathematical skills,knowledge of the nature of mathematics master,help students form a good understanding of the structure, improving the performance of students in mathematics.
本文通过对数学探究性学习的基本理论、产生的历史背景以及国内外开展数学探究性教学情况的研究,阐明在农村高中实施数学探究性学习研究的必要性.通过调查法,研究影响数学探究性学习的因素,探讨如何有效开展农村高中数学探究性学习,在研究中通过测试和问卷调查进行对比实验研究.
全文由六部分组成:
第一部分论述探究性学习的基本涵义,探究性学习的历史发展,探究性学习开展的现状和探究性学习的特点以及价值.
第二部分论述数学探究性学习的本质特点及研究现状和开展数学探性学习的必要性.
第三部分介绍了探究性学习研究的理论依据.
第四部分论述了农村高中学生数学学习现状及原因分析,分析了传统数学教学的数学学习带来的消极后果,对改革农村高中数学教学和数学学习方式提出了几点思考.
第五部分首先介绍了数学探究性学习原则和策略,然后从四个方面通过实例说明我们在实践中的操作模式及其效果,一是定义教学中探究性学习,二是解题教学中的探究性学习,三是专题复习中的探究性学习,四是数学实验中的探究性学习,五是对探究性学习在课堂教学中的实施结果进行分析;并总结出了实施探究性学习的过程中要注意的几个问题.
第六部分是对农村高中实施探究性学习的几点思考.
通过测试和问卷调查进行对比实验研究得出如下结论:
第一:探究性学习的实施促进教师教学水平和提高教师的科研能力.
第二:探究性学习的实施充分调动了学生的主动性和积极性.
第三:探究性学习的实施有助于学生对数学技能、数学知识的本质的掌握,有助于学生形成良好的认知结构,提高了学生的数学成绩.
As China's strategy of rejuvenating the country and the establishment of a new basic education curriculum reform,the implementation of inquiry teaching and learning research has become a basic education curriculum reform one of the core issues, the use of inquiry teaching guide the students to explore ways of learning revenue to be the latest in curriculum standards. After more than seven years of practice, China's many educators and researchers to explore this new type of learning approach to the study of the indepth study and practice of learning to explore the essence of a deeper and comprehensive analysis,makes the theory more perfect.
Based on the mathematical inquiry learning basic theory, the historical background and mathematics at home and abroad to explore the teaching of research,stated in the implementation of rural high school mathematics exploring the need for study and research.Through investigations, studies the effect of learning mathematics explore the factors on how effective rural high school mathematics inquiry learning,in the study of the tests and survey comparing experimental study.
By the six components:
Research on the first part of the basic meaning of learning,inquiry learning the historical development of inquiry to study the current situation and explore the characteristics and learning value.
The second part discusses mathematical explore the nature of learning,and research status and characteristics of mathematical exploration of the necessity of learning.
Research on the third part of the theoretical basis for study and research.
Part IV discusses the rural high school students learning situation and the reasons for mathe matical analysis,analysis of the traditional mathematics teaching mathematics learning the negative consequences of the reform of rural high school mathematics teaching and learning mathem atics Reflections on the way.
Fifth on the first part of the mathematical principles and exploratory learning strategy, and then from four illustrated in the course of practice mode of operation and the effectiveness of teaching. First, the definition of inquiry learning,and the second is the teaching of problem solving inquiry learning,and the third is the topic of literature in the inquiry learning,four of the math exploratory study,five of the inquiry learning in the classroom teaching of the analysis results of the implementation,and summed up the implementation of inquiry in the process of learning some attention to the issue;
Part VI for rural high school study the implementation of inquiry thoughts.
Passed the test and survey comparing experimental study reached the following conclusions:
No.1 exploratory study to promote the implementation of the level of teaching and teachers
to enhance their research capacity; No.2 the implementation of inquiry learning of the students to fully mobilize the enthusiasm and initiative;
No.3 the implementation of inquiry help students learn mathematical skills,knowledge of the nature of mathematics master,help students form a good understanding of the structure, improving the performance of students in mathematics.
引文
[1] 周纪廉等合编.当代英汉详解劝词典[M].上海:上海译文出版社,1998.265.
[2] 教育部.课程改革纲要(试行).北京:人民教育出版社,2001.
[3] 中华人民共和国教育部.普通高中数学课程标准[M].北京:人民教育出版社,2003,4.
[4] 张大均主编.教育心理学.北京:人民教育出版社,2003.65-72.
[5] [美]乔治·波利亚.数学的发现[M] .欧阳绎译.北京:科学出版社,1982.
[6] 高文.建构主义学习的特点[M],外国教育资料,1999,8.
[7] 中华人民共和国教育部制订.全日制义务教育数学课程标准(实验稿)[M].北京:北京师范大学出版社,2001.
[1] 中华人民共和国教育部.普通高中数学课程标准(实验)[M].北京:人民教育出社. 2003,4.
[2] 吴亚萍.基于新基础教育的探究性性学习—以数学为例[J].课程·教材·教法 2004, (5).
[3] 李森,于泽元.对探究学习的几个理论问题的认识[J].教育研究 2002,(2).
[4] 孙胜强.高中生数学探究学习的现状与分析[J].数学教学通讯,2005,(14).
[5] 宁建华.数学学科探究学习的特征及其指导策略[J].数学通讯,2004,(7).
[6] 刘兴华.试论中学数学的探究性学习[J].首都师范大学学报(社会科学版), 2002,(1).
[7] 孙立群.高中数学探究性学习内容的构建与实施[J].数学通讯,2001,(11).
[8] 高凌庵,张春燕.探究性学习的特点-一个国外案例的分析[J].课程·教材·教 法, 2002,(5)
[9] 吴剑锋.中学数学课堂探究性教学实践的心得[J].中学教研,2004,(6)
[10] 郭要红.试论数学“探究性学习”教学的基本过程[J].中学数学教学,2004,(1).
[11] 靳玉乐.探究教学论[M].四川:西南师范大学出版社,2001,7.
[12] 应俊峰.研究型课程[M].天津:天津教育出版社,2001.
[13] 王志超.建构主义观点下的数学教学活动[J].www.hengqian.com.
[14] 高文.建构主义学习的特点[M].外国教育资料,1999,8.
[15] 陈倚,张建伟.建构主义学习观要义评析[J].华东大学学报,1998,1.
[16] 候明辉,于金玲.对探究性学习的实践与探索[J].鞍山师范学院学报,2003(2).
[17] 周海东.浅谈初中数学探究性学习[J].郑阳师范高等专科学校学报,2003.
[18] 张天宝.主体性教育[M].北京:教育科学出版社,2001,8.
[19] 叶运生,姚思源.素质教育在中国[M].四川:四川人民出版社.
[20] 陈理.关于新课程理念下中学数学课堂教学的几点思考[J].数学通报,2004(5).
[21] 王佩其.一道解析几何课本例题探究性学习的实践[J].数学教学,2002(4).
[22] 刘忠国.探究性学习的课堂操作[J].数学通讯,2004(9).
[23] 陈焕佳.中学数学的探究性学习[J].广东教育,2007(2).
[24] 杜彦武.探究性学习中的数学实验教学[J].临沂师范学院学报,2007(6).
[25] 李岚.在数学教学中对“探究性学习”的认识[J].黑龙江教育,2006(7).
[2] 教育部.课程改革纲要(试行).北京:人民教育出版社,2001.
[3] 中华人民共和国教育部.普通高中数学课程标准[M].北京:人民教育出版社,2003,4.
[4] 张大均主编.教育心理学.北京:人民教育出版社,2003.65-72.
[5] [美]乔治·波利亚.数学的发现[M] .欧阳绎译.北京:科学出版社,1982.
[6] 高文.建构主义学习的特点[M],外国教育资料,1999,8.
[7] 中华人民共和国教育部制订.全日制义务教育数学课程标准(实验稿)[M].北京:北京师范大学出版社,2001.
[1] 中华人民共和国教育部.普通高中数学课程标准(实验)[M].北京:人民教育出社. 2003,4.
[2] 吴亚萍.基于新基础教育的探究性性学习—以数学为例[J].课程·教材·教法 2004, (5).
[3] 李森,于泽元.对探究学习的几个理论问题的认识[J].教育研究 2002,(2).
[4] 孙胜强.高中生数学探究学习的现状与分析[J].数学教学通讯,2005,(14).
[5] 宁建华.数学学科探究学习的特征及其指导策略[J].数学通讯,2004,(7).
[6] 刘兴华.试论中学数学的探究性学习[J].首都师范大学学报(社会科学版), 2002,(1).
[7] 孙立群.高中数学探究性学习内容的构建与实施[J].数学通讯,2001,(11).
[8] 高凌庵,张春燕.探究性学习的特点-一个国外案例的分析[J].课程·教材·教 法, 2002,(5)
[9] 吴剑锋.中学数学课堂探究性教学实践的心得[J].中学教研,2004,(6)
[10] 郭要红.试论数学“探究性学习”教学的基本过程[J].中学数学教学,2004,(1).
[11] 靳玉乐.探究教学论[M].四川:西南师范大学出版社,2001,7.
[12] 应俊峰.研究型课程[M].天津:天津教育出版社,2001.
[13] 王志超.建构主义观点下的数学教学活动[J].www.hengqian.com.
[14] 高文.建构主义学习的特点[M].外国教育资料,1999,8.
[15] 陈倚,张建伟.建构主义学习观要义评析[J].华东大学学报,1998,1.
[16] 候明辉,于金玲.对探究性学习的实践与探索[J].鞍山师范学院学报,2003(2).
[17] 周海东.浅谈初中数学探究性学习[J].郑阳师范高等专科学校学报,2003.
[18] 张天宝.主体性教育[M].北京:教育科学出版社,2001,8.
[19] 叶运生,姚思源.素质教育在中国[M].四川:四川人民出版社.
[20] 陈理.关于新课程理念下中学数学课堂教学的几点思考[J].数学通报,2004(5).
[21] 王佩其.一道解析几何课本例题探究性学习的实践[J].数学教学,2002(4).
[22] 刘忠国.探究性学习的课堂操作[J].数学通讯,2004(9).
[23] 陈焕佳.中学数学的探究性学习[J].广东教育,2007(2).
[24] 杜彦武.探究性学习中的数学实验教学[J].临沂师范学院学报,2007(6).
[25] 李岚.在数学教学中对“探究性学习”的认识[J].黑龙江教育,2006(7).