中职学生数学自学能力的培养
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摘要
当前，我国中等职业学校普遍面临着办学困难的状况，其原因是多方面的，但教学质量不高，学生素质较低是不容忽视的原因之一。作为学生基本素质之一的自学能力，特别是数学自学能力其现状如何?在中等职业学校这样一个学习上相对困难的学生群体中培养自学能力，特别是数学自学能力是否必要，是否可能，本文从理论上以及实践上都作了较为深入的探讨。
本文分四个部份探讨中职学生数学自学能力培养问题。第一部份，讨论培养中职学生数学自学能力的理论基础，从培养数学自学能力的迫切性、可能性，数学自学能力的学习特征，教学特征，以及数学自学能力培养的教学原则等方面作了较为全面的理论阐述。第二部份，集中讨论培养中职学生数学自学能力的措施入手，给出了激发学习兴趣，合理设计预习，增强自学意识，正确学法指导，转变教学观念五个方面的培养措施。第三部份，结合作者的教学实践，依据上述理论基础和必要的心理学理论，设计了全套的实验，并在作者所在中职学校进行了全过程实验。最后一部份，讨论在中职学生中进行数学自学能力培养对学生学习兴趣、学习成绩等方面有什么样的影响，也讨论了实验的不足和将来的展望。
中职教育是我国目前面临的棘手问题，本文希望能起抛砖引玉作用。特别希望从事中职教育的数学教师对培养中职学生的数学自学能力有比较清楚的认识。应该说从整体上，在中职这样一个相对落后的学生群体中培养学生的数学自学能力是可行的。这种能力可以提高中职学生的综合素质，提高他们的基本学力，使学生具有终身学习的能力。培养学生的这种素质是我们义不容辞的职责。
At present, secondary vocational schools are facing the common problem of running schools. The reasons are various, however, low qualities of teaching and aptitudes of students are one of the reasons not to be ignored. What is the status of self-learning ability, for which is one of the basic qualifications for students, especially the self-learning ability in mathematics? Is it necessary and possible in secondary vocational schools to cultivate the sell-learning ability of the group of students who are comparatively difficult in studies, especiallv in mothematics? This thesis has approached the subject thoroughly both in terms of theory and practice.
The thesis is divided into four parts to discuss the cultivation of the maths self-learning ability of secondary vocational school students. The First Part discusses the rationale of cultivating the maths self-learning ability of secondary vocational school students, making an overall theotvlical explanation in the urgency and possibility of cultivating the maths self-lenmmg ability of secondary vocational school students, the learning and teaching features of ninths self-learning ability and the teaching principles of maths self-learning ability cultivation. The Second Part concentrates on the measures of cultivating the maths self-learning ability of secondary vocational school students, putting forward five cultivating measures by arousing learning interests, designing proper preparations, raising self-learning awareness, guiding good learning methods and changing teaching ideas. The Third Part gives a design on complete teaching experiment combining with the writer's teaching practice and in accordance with the above theoretical basis and necessary psychological theories, and the experiment has been made for all the procedures at the writer's secondary vocational school. The Fourth Part talks about the effects on learning interests and results to cultivate the maths self-learning ability of secondary vocational school students, also explains the deficiency of the experiment and prospects for the future.
Secondary vocational education is a thorny problem in our country. Hope this article will cast a brick to attract jade. I also hope in particular that maths teachers engaged in secondary vocational education have better understanding of cultivating the maths self-learning ability of secondary vocahonal school students. We should say as a whole that it is practicable to cultivate the maths self-learning ability of the group of students comparatively falling behind as in the secondary vocational schools. This kind of ability can enhance the comprehensive qualities and basic learning abilities of secondary vocational school students and make them have the ability of lifelong study. It is our compelling obligation to cultivate the qualities of OUT students.
本文分四个部份探讨中职学生数学自学能力培养问题。第一部份，讨论培养中职学生数学自学能力的理论基础，从培养数学自学能力的迫切性、可能性，数学自学能力的学习特征，教学特征，以及数学自学能力培养的教学原则等方面作了较为全面的理论阐述。第二部份，集中讨论培养中职学生数学自学能力的措施入手，给出了激发学习兴趣，合理设计预习，增强自学意识，正确学法指导，转变教学观念五个方面的培养措施。第三部份，结合作者的教学实践，依据上述理论基础和必要的心理学理论，设计了全套的实验，并在作者所在中职学校进行了全过程实验。最后一部份，讨论在中职学生中进行数学自学能力培养对学生学习兴趣、学习成绩等方面有什么样的影响，也讨论了实验的不足和将来的展望。
中职教育是我国目前面临的棘手问题，本文希望能起抛砖引玉作用。特别希望从事中职教育的数学教师对培养中职学生的数学自学能力有比较清楚的认识。应该说从整体上，在中职这样一个相对落后的学生群体中培养学生的数学自学能力是可行的。这种能力可以提高中职学生的综合素质，提高他们的基本学力，使学生具有终身学习的能力。培养学生的这种素质是我们义不容辞的职责。
At present, secondary vocational schools are facing the common problem of running schools. The reasons are various, however, low qualities of teaching and aptitudes of students are one of the reasons not to be ignored. What is the status of self-learning ability, for which is one of the basic qualifications for students, especially the self-learning ability in mathematics? Is it necessary and possible in secondary vocational schools to cultivate the sell-learning ability of the group of students who are comparatively difficult in studies, especiallv in mothematics? This thesis has approached the subject thoroughly both in terms of theory and practice.
The thesis is divided into four parts to discuss the cultivation of the maths self-learning ability of secondary vocational school students. The First Part discusses the rationale of cultivating the maths self-learning ability of secondary vocational school students, making an overall theotvlical explanation in the urgency and possibility of cultivating the maths self-lenmmg ability of secondary vocational school students, the learning and teaching features of ninths self-learning ability and the teaching principles of maths self-learning ability cultivation. The Second Part concentrates on the measures of cultivating the maths self-learning ability of secondary vocational school students, putting forward five cultivating measures by arousing learning interests, designing proper preparations, raising self-learning awareness, guiding good learning methods and changing teaching ideas. The Third Part gives a design on complete teaching experiment combining with the writer's teaching practice and in accordance with the above theoretical basis and necessary psychological theories, and the experiment has been made for all the procedures at the writer's secondary vocational school. The Fourth Part talks about the effects on learning interests and results to cultivate the maths self-learning ability of secondary vocational school students, also explains the deficiency of the experiment and prospects for the future.
Secondary vocational education is a thorny problem in our country. Hope this article will cast a brick to attract jade. I also hope in particular that maths teachers engaged in secondary vocational education have better understanding of cultivating the maths self-learning ability of secondary vocahonal school students. We should say as a whole that it is practicable to cultivate the maths self-learning ability of the group of students comparatively falling behind as in the secondary vocational schools. This kind of ability can enhance the comprehensive qualities and basic learning abilities of secondary vocational school students and make them have the ability of lifelong study. It is our compelling obligation to cultivate the qualities of OUT students.
引文
[1] 商继宗主编．教学方法——现代化的研究．上海：华东师范大学出版社，2001
[2] 郝贵生．大学学习学．北京：人民出版社，2001
[3] 钟启泉主编．数学教育展望．上海：华东师范大学出版社，2001
[4] 连榕．现代学习心理辅导．福州：福建教育出版社，2001
[5] 张君达 郭春彦．数学教育实验设计．上海：上海教育出版社，1993
[6] 陈鼎兴．数学思维与方法—研究式教学．南京：东南大学出版社，2001
[7] 魏超群．数学教育评价．南宁：广西教育出版社，1996
[8] 沈文选．中学数学思想方法．长沙：湖南师范大学出版社，1999
[9] 郑毓信．数学方法论．南宁：广西教育出版社，1996
[10] 田万海．数学教学测量与评价．上海：上海教育出版社，1995
[11] 唐瑞芬主编．数学教学理论选讲．上海：华东师范大学出版社，2001
[12] 王子兴 宋秉信 昌国良．中学数学教育心理研究．长沙：湖南师范大学出版社，1999
[13] 张浪平．中学数学教学心理学．桂林：广西师范大学出版社，1989
[14] 张奠宙主编．数学素质教育设计．南京：江苏教育出版社，1996
[15] 李常明．谈自学能力的培养途径和方法．数学教学通讯，2001(9)
[16] 杨永欣．自主探究性学习：培养学习能力的最佳模式．教育探索，2002(3)
[17] 刘方涛 刘小毛．布点教学法：与自学过程同构的课堂教学新方法．教育探索，2002(8)
[18] 潘巧明．新技术与自主学习策略研究．开放教育研究，2001(5)
[19] 韩立敏．论自主的学习者．开放教育研究，2001(6)
[20] 王建梅．浅谈培养和提高学生自学能力的措施．教育探索，2001(5)
[21] 陈二伟．构建学生自主的课堂教学环境．教学与管理，2001(3)
[22] 肖鈺士．教学过程中发挥学生主体作用的必备条件．中国教育学刊，2001(5)
[23] 韩凤辰．浅谈学生课堂情绪及其调节．教学与管理，2002(2)
[24] 谭本远．试论数学信息意识培养．教育探索，2001(4)
[25] 施美霜．“问题解决”教学中学生自学能力的培养．福建教育，2001(8)
[26] 王钰．培养学生自学能力再探．教育探索，2001(2)
[27] 王金塔．培养自学能力 发展创新思维．教育评论，2001(1)
[28] 田虎伟．论课堂讨论的组织．教学与管理，2002(4)
[29] 果林．关于对学生自信心培养问题的思考．教育探索，2002(8)
[30] 黄新生．谈阅读数学教科书的重要性．数学通报，2003(3)
[31] 安建平 武爱平．数学教学中的三步阅读法．教学与管理，2001(1)
[32] 刘可钦．主体性发展实验与课程改革．中国教育学刊，2002(1)
[33] 张福生．加强学法指导 教会学生学习．教育评论，2001(2)
[34] 何小亚．建构良好的数学认知结构的教学策略．数学教育学报，2002(1)
[35] 吴勤文．TEC教学模式初探．数学教育学报，2002(1)
[36] 张芳．培养学生自主学习和创新的能力．中学数学教学参考，2001(6)
[37] 郭允远．创设问题情景引导学生自主学习．数学教学研究，2001(7)
[38] 张雯．浅谈知识的学习与能力的培养．教育理论与研究，2000(10)
[39] 李炯辉 张红军．提高初中学生数学学习自控能力的实践与探索．四川教育学院学报(成教)，1998(4)
[40] 任润生 李保荣．初中数学“自学、联想、解疑”教学模式的实验与研究．中国教育学刊，1998(1)
[41] 谭香兰．谈中学数学自学辅导教学实验中的因材施教．广西梧州师范高等专科学校学报，1999(2)
[42] 刘雪峰 吴吉军．初中数学自学辅导式教学实验的几点体会．大庆高等专科学校学报，98增刊
[2] 郝贵生．大学学习学．北京：人民出版社，2001
[3] 钟启泉主编．数学教育展望．上海：华东师范大学出版社，2001
[4] 连榕．现代学习心理辅导．福州：福建教育出版社，2001
[5] 张君达 郭春彦．数学教育实验设计．上海：上海教育出版社，1993
[6] 陈鼎兴．数学思维与方法—研究式教学．南京：东南大学出版社，2001
[7] 魏超群．数学教育评价．南宁：广西教育出版社，1996
[8] 沈文选．中学数学思想方法．长沙：湖南师范大学出版社，1999
[9] 郑毓信．数学方法论．南宁：广西教育出版社，1996
[10] 田万海．数学教学测量与评价．上海：上海教育出版社，1995
[11] 唐瑞芬主编．数学教学理论选讲．上海：华东师范大学出版社，2001
[12] 王子兴 宋秉信 昌国良．中学数学教育心理研究．长沙：湖南师范大学出版社，1999
[13] 张浪平．中学数学教学心理学．桂林：广西师范大学出版社，1989
[14] 张奠宙主编．数学素质教育设计．南京：江苏教育出版社，1996
[15] 李常明．谈自学能力的培养途径和方法．数学教学通讯，2001(9)
[16] 杨永欣．自主探究性学习：培养学习能力的最佳模式．教育探索，2002(3)
[17] 刘方涛 刘小毛．布点教学法：与自学过程同构的课堂教学新方法．教育探索，2002(8)
[18] 潘巧明．新技术与自主学习策略研究．开放教育研究，2001(5)
[19] 韩立敏．论自主的学习者．开放教育研究，2001(6)
[20] 王建梅．浅谈培养和提高学生自学能力的措施．教育探索，2001(5)
[21] 陈二伟．构建学生自主的课堂教学环境．教学与管理，2001(3)
[22] 肖鈺士．教学过程中发挥学生主体作用的必备条件．中国教育学刊，2001(5)
[23] 韩凤辰．浅谈学生课堂情绪及其调节．教学与管理，2002(2)
[24] 谭本远．试论数学信息意识培养．教育探索，2001(4)
[25] 施美霜．“问题解决”教学中学生自学能力的培养．福建教育，2001(8)
[26] 王钰．培养学生自学能力再探．教育探索，2001(2)
[27] 王金塔．培养自学能力 发展创新思维．教育评论，2001(1)
[28] 田虎伟．论课堂讨论的组织．教学与管理，2002(4)
[29] 果林．关于对学生自信心培养问题的思考．教育探索，2002(8)
[30] 黄新生．谈阅读数学教科书的重要性．数学通报，2003(3)
[31] 安建平 武爱平．数学教学中的三步阅读法．教学与管理，2001(1)
[32] 刘可钦．主体性发展实验与课程改革．中国教育学刊，2002(1)
[33] 张福生．加强学法指导 教会学生学习．教育评论，2001(2)
[34] 何小亚．建构良好的数学认知结构的教学策略．数学教育学报，2002(1)
[35] 吴勤文．TEC教学模式初探．数学教育学报，2002(1)
[36] 张芳．培养学生自主学习和创新的能力．中学数学教学参考，2001(6)
[37] 郭允远．创设问题情景引导学生自主学习．数学教学研究，2001(7)
[38] 张雯．浅谈知识的学习与能力的培养．教育理论与研究，2000(10)
[39] 李炯辉 张红军．提高初中学生数学学习自控能力的实践与探索．四川教育学院学报(成教)，1998(4)
[40] 任润生 李保荣．初中数学“自学、联想、解疑”教学模式的实验与研究．中国教育学刊，1998(1)
[41] 谭香兰．谈中学数学自学辅导教学实验中的因材施教．广西梧州师范高等专科学校学报，1999(2)
[42] 刘雪峰 吴吉军．初中数学自学辅导式教学实验的几点体会．大庆高等专科学校学报，98增刊