發(fā)布時間：2018-05-20 06:18

  本文選題：高中數(shù)學 + PBL教學法��； 參考：《延邊大學》2015年碩士論文

【摘要】：課程改革,對于教育工作者而言既是新的機遇,也是挑戰(zhàn)。新輪課程改革是我國歷次數(shù)學課程改革中力度比較大的一次,在貫徹實施過程中研究性學習課程資源的開發(fā),優(yōu)化配置研究性課程,使其與常規(guī)課堂教學活動有機結(jié)合都是值得教育研究者給予重視的方面。特別是在高中數(shù)學學科的教學中,如何使研究性學習發(fā)揮其優(yōu)勢,一方面鞏固、補充常規(guī)課堂知識的學習,另一方面為學生進入高層次學習做準備是數(shù)學教育的熱點話題之一。在這樣的背景下,筆者選擇了PBL教學法作為工具與媒介進行高中數(shù)學教學研究探索。PBL教學法以建構(gòu)主義理論為基礎,主張以結(jié)構(gòu)不良的生活中實際問題引導學生,通過學生自主進行信息搜集、篩選、小組討論得出結(jié)果的學習方法,培養(yǎng)學生問題解決的能力,信息處理能力,合同協(xié)作等能力。筆者根據(jù)PBL教學法理論以及實驗對象實際情況,立足高中數(shù)學解三角形和正弦函數(shù)、余弦函數(shù)應用內(nèi)容,設計兩輪PBL教學實驗。由第一輪PBL實驗結(jié)果分析,學生普遍能夠接受這樣的教學形式。在PBL教學中,不論是數(shù)學學業(yè)成績高低的學生都能夠得到參與和展示的機會。但是,第一輪實驗中存在以下問題：1學生的資料搜集時間不足；2、知識的傳輸效率較低；3、PBL問題的指向不明確。據(jù)此,筆者完善了實驗方案并開展了第二輪PBL實驗。第二輪PBL實驗與學生的教學進度相匹,從而使PBL問題指向更明確,同時增設了課前預習時間,以保證學生對資料的充分搜集。通過第二輪PBL實驗發(fā)現(xiàn),PBL教學法應用在合適的課題中可以對學生的成績產(chǎn)生積極的正向影響,在PBL教學后學生對知識的總結(jié)和提煉有效信息的能力都有所提高。通過兩輪PBL實驗,筆者歸納總結(jié)出PBL教學法在高中數(shù)學教學中學習材料的編制的策略、PBL教學模式實施流程策略、PBL教學模式的評價策略等三方面策略。在結(jié)論與建議中,筆者認為PBL能夠幫助學生拓寬知識廣度學習,而知識深度的成效仍待進一步探究；PBL能夠促進學生合作學習的技能；恰當?shù)膽�用PBL教學法對學生的學習成績產(chǎn)生正向影響。最后筆者建議在有條件的學校中設置PBL教學專用教室：教師在教學中應當嘗試改變固定、單一的教學模式；教學中多鼓勵中低學習成就學生表達自己的想法；及時評價學生每一學習階段的狀態(tài)為進一步教學提供參考。
[Abstract]:Curriculum reform is both a new opportunity and a challenge for educators. The new round curriculum reform is one of the most powerful reforms of mathematics curriculum in our country. In the course of carrying out and implementing, the development of research learning curriculum resources and the optimization of allocation of research courses are carried out. It is worthy of attention by educational researchers to combine it organically with routine classroom teaching activities. Especially in the teaching of high school mathematics, how to make research-based learning play its advantages, on the one hand, to consolidate and supplement the learning of conventional classroom knowledge, on the other hand, to prepare students to enter into high-level learning is one of the hot topics in mathematics education. Under this background, the author chooses the PBL teaching method as the tool and medium to carry on the high school mathematics teaching research exploration. The PBL teaching method is based on the constructivism theory, and advocates that the students should be guided by the actual problems in the poorly structured life. Through students' independent information collection, screening, group discussion of the results of the learning methods, to develop students' ability to solve problems, information processing ability, contract collaboration and so on. According to the theory of PBL teaching method and the actual situation of experimental object, the author designs two rounds of PBL teaching experiment based on solving triangle and sinusoidal function in high school mathematics and the application content of cosine function. By analyzing the results of the first round of PBL experiments, students are generally able to accept this form of teaching. In PBL teaching, students, whether high or low in mathematics academic achievement, can get the opportunity to participate and show. However, the following problems exist in the first round of experiments: the data collection time of students at 1: 1 is less than 2, and the transmission efficiency of knowledge is low. The direction of PBL problem is not clear. Accordingly, the author has perfected the experimental scheme and carried out the second round of PBL experiment. The second round of PBL experiment is in line with the teaching progress of the students, which makes the problem of PBL more clear. At the same time, the pre-study time is added in order to ensure the students to collect fully the data. Through the second round of PBL experiments, it is found that the application of PBL-based teaching method in appropriate subjects can have a positive impact on students' achievement, and the students' ability to summarize knowledge and extract effective information has been improved after PBL teaching. Through two rounds of PBL experiments, the author sums up the strategies of compiling learning materials for PBL teaching method in senior high school mathematics teaching, and the implementation process strategy of PBL teaching mode and the evaluation strategy of PBL teaching mode. In conclusion and suggestion, the author thinks that PBL can help students to broaden their knowledge span learning, and the effect of knowledge depth still needs to be further explored to promote the students' skills of cooperative learning. Proper application of PBL teaching method has a positive effect on students' academic achievement. Finally, the author suggests the establishment of PBL classroom in conditional schools: teachers should try to change the fixed and single teaching mode in teaching, encourage students to express their ideas in middle and low learning. Timely evaluation of students at each stage of study provides a reference for further teaching.
【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：1913514