初、高中数学教学的衔接问题研究
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摘要
学生由初中升入高中将面临许多变化,受这些变化的影响,学生不能尽快适应高中学习,学习成绩将大幅度下降,甚至过去的优秀学生可能变为学习的中等或后进学生。高一学生数学学习的严重分化问题是我国推行素质教育进程中长期困扰高中数学教师的一个问题,消除这一分化的有效途径是做好高初中数学衔接教学。但在“重教轻学”的传统观念影响下、对高初中数学衔接教学的研究多停留在教师的教的层面上。虽然就教材、教法、思维能力等方面作了大量的研究,也取得了许多成功的经验,但一直未能从根本上解决这个问题。因此,解决初、高中数学教学的衔接,帮助学生从初三平稳地过渡到高中对高中数学教师,特别是高一数学教师有重要的实用意义。
本文就这一问题从理论上和实践上进行了研究,从教材、教法、学法、学生的学习能力,学生的学习心理等几个方面,从教师、学生两个不同的维度深入地剖析高一学生学习产生严重分化的根源,特别对学生学习心理,学生思维的培养加以后剖析,为消除这种分化所实施的初、高中数学教学衔接的对策制定了更为全面、正确、科学的理论依据,在充分剖析初、高中数学教材、教师、学生的不同特点基础上,找到衔接点,提出相应的解决对策,并进行科学有效地实验验证。
Junior students going to senior school will face a lot of changes. Being subjected to these changes, the students can't adapt very rapidly to the senior school studies. Their results may significantly drop; even a student who used to have excellent records may become an average or under average student. The big problem of the division in learning mathematics for first year senior students is: in the long-term process, the education character pursued by my Country puzzles the senior school mathematics teachers. The way to eliminate the effects of that division is to realize a good coordination in the teaching of mathematics between the Junior and Senior levels.But, under the influence of the traditional viewpoint of a heavy authoritarian teaching versus a weak students participation, the research to establish a link between the Junior and Senior levels in mathematics teaching, lays mainly on the way of teaching of the superior level teachers. Although a lot of research for the teaching materials, teaching methods, the thinking ability, etc, has been made and also much successful experience has been obtained; still the problem has not yet been solved from its root. The solution to the way of linking up the teaching of junior math and senior math, and for math teachers to help the students for a softly transition from their last year in junior school to senior school, has an important practical meaning especially for math teachers of first year senior school.
The research presented in this paper has been realized from the theories and practice, about the teaching material, teaching methods, the students learning methods, their study ability, their mental disposition while studying, and such few similar aspects. From both the teachers and the students’different dimension, the thorough analysis of the learning in a 1st year senior student, produces a severe source of division, especially to the learning mental state of the student and the further analysis of the student's thinking development. For the cancellation of all the effects of this kind of division, a countermeasure link in the math teaching between the junior and senior levels has been established, based on the theory of an even more overall and right scientific knowledge: in a full analysis of the junior and senior high school mathematics teaching material, and of the teachers and students different characteristic foundation, find out a link up point, put forward a relevant solution to deal with the situation, and carry on an effective scientific experiment of verification.
本文就这一问题从理论上和实践上进行了研究,从教材、教法、学法、学生的学习能力,学生的学习心理等几个方面,从教师、学生两个不同的维度深入地剖析高一学生学习产生严重分化的根源,特别对学生学习心理,学生思维的培养加以后剖析,为消除这种分化所实施的初、高中数学教学衔接的对策制定了更为全面、正确、科学的理论依据,在充分剖析初、高中数学教材、教师、学生的不同特点基础上,找到衔接点,提出相应的解决对策,并进行科学有效地实验验证。
Junior students going to senior school will face a lot of changes. Being subjected to these changes, the students can't adapt very rapidly to the senior school studies. Their results may significantly drop; even a student who used to have excellent records may become an average or under average student. The big problem of the division in learning mathematics for first year senior students is: in the long-term process, the education character pursued by my Country puzzles the senior school mathematics teachers. The way to eliminate the effects of that division is to realize a good coordination in the teaching of mathematics between the Junior and Senior levels.But, under the influence of the traditional viewpoint of a heavy authoritarian teaching versus a weak students participation, the research to establish a link between the Junior and Senior levels in mathematics teaching, lays mainly on the way of teaching of the superior level teachers. Although a lot of research for the teaching materials, teaching methods, the thinking ability, etc, has been made and also much successful experience has been obtained; still the problem has not yet been solved from its root. The solution to the way of linking up the teaching of junior math and senior math, and for math teachers to help the students for a softly transition from their last year in junior school to senior school, has an important practical meaning especially for math teachers of first year senior school.
The research presented in this paper has been realized from the theories and practice, about the teaching material, teaching methods, the students learning methods, their study ability, their mental disposition while studying, and such few similar aspects. From both the teachers and the students’different dimension, the thorough analysis of the learning in a 1st year senior student, produces a severe source of division, especially to the learning mental state of the student and the further analysis of the student's thinking development. For the cancellation of all the effects of this kind of division, a countermeasure link in the math teaching between the junior and senior levels has been established, based on the theory of an even more overall and right scientific knowledge: in a full analysis of the junior and senior high school mathematics teaching material, and of the teachers and students different characteristic foundation, find out a link up point, put forward a relevant solution to deal with the situation, and carry on an effective scientific experiment of verification.
引文
3 《进入 21 世纪的中小学数学教育行动纲领》
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[2]朱智贤,林崇德.思维发展心理学[M].北京师范大学出版社,1986.56—69.
[3]陈琦,刘儒德.当代教育心理学[M].北京师范大学出版社,1997.33—45.
[4]张大均.教育心理学[M].人民教育出版社,1999.24—36.
[5]国家教育部.心理学[M].人民教育出版,1995.88—102.
[6]国家教育部.教育学[M].人民教育出版,1995.96—108.
[7]曹才翰.中学数学教学概论[M].北京师范大学出版社,1991.66—78.
[8]刘华祥.中学数学教学论[M].武汉大学出版社,2003.15—68.
[9]郑信.数学思维与数学方法论[M].四川教育出版社,2001.22—36.
[10]郅庭瑾.教会学生思维[M].教育科学出版社,2002.53—73.
[11]张天宝.主体性教育[M].教育科学出版社,1999.36—45.
[12]李士奇.数学教育心理[M].华东师范大学出版社,2001.55—76.
[13]国家教育部.走进新课程——与课程实施者的对话[M].北京师范大学出版社,2003.12—16.
[14]李玉琪.中学数学教学与实践研究[M].高等教育出版社,2001.18—69.
[15]张行涛、周卫勇.新课程教学法[M].中国轻工业出版社,2004.46—59.
[16]王少华.多向交往--数学课堂教学改革新趋势[J].中学数学教学参考,1997(5).
[17]许盈.数学教学中的情感教育[J].中学数学教学参考,1998(3).
[18]章建跃.代数学习困难的心理学分析及解决措施——数学教育心理学系列讲座之五 [J].人民教育出版社,2005(2).
[19]付继火.浅谈初高中数学的衔接问题[J].中学教研,2001(3).
[20]郑和钧、邓京华.高中生心理学[M].浙江教育出版社,2005.8—12.
[21]广州市教委教研室.课堂教学优化的原理与方法[C].新世纪出版社,1999.18—22
[22]梁威.高中生数学学习障碍研究[M].北京教育出版社,1997.25—28.
[23]梁威.扬起自信的风帆,体验成功的快乐[M].北京出版社,2000.12—14.
[24]王晓东.“初高中数学教材衔接”的现状与思考[J].中学数学,1998(4).
[25]孔企平.数学教学过程中的学生参与[M].华东师范大学出版社,2002.11—18.
[26]教育部高等教育司法.学会学习[M].教育科学出版社,2002.3—15.
[27]田中等.数学基础知识、基本技能教学研究探索[M].华东师范大学出版社,2003.32—38.
[28]赵中建.教育的使命--面向21世纪的教育宣言和行动纲领[J].教育科学出版社,1996.15—16.
[29]王仲春,傅 敏.日本高中数学教育的改革[M].外国教育研究,1991.18—20.
[30]美国国家研究委员会.人人关心数学教育的未来[M].世界图书出版公司,1993.26—28.
[31]Kuhn,D,Amsel,E,&O’Loughlin,M. The development of scientific thingking skills [J]. SanDiego:Academic,2001(2).
[32]Matin.V.Covington. Overcoming Student Failure [J]. Karen Manheim Teel,1995
[33] J. W. A. (Jacob William Albert) Young .The Teaching of Mathematics in the Higher Schools of Prussia Longmans [J]. Green, & Co,1998(3).
[34]Graham A Jones, Richard A Lesh, Dina Tirosh,et al. Handbook of International Research in Mathematics [J].Education Lawrence Erlbaum Associates,2002(5).
[35]Arends,R Learn to teach [M]. New York:Random House,2000.26—29.
[1]王子兴.数学教育学导论[M].广西师范大学出版社,1996.15—18.
[2]朱智贤,林崇德.思维发展心理学[M].北京师范大学出版社,1986.56—69.
[3]陈琦,刘儒德.当代教育心理学[M].北京师范大学出版社,1997.33—45.
[4]张大均.教育心理学[M].人民教育出版社,1999.24—36.
[5]国家教育部.心理学[M].人民教育出版,1995.88—102.
[6]国家教育部.教育学[M].人民教育出版,1995.96—108.
[7]曹才翰.中学数学教学概论[M].北京师范大学出版社,1991.66—78.
[8]刘华祥.中学数学教学论[M].武汉大学出版社,2003.15—68.
[9]郑信.数学思维与数学方法论[M].四川教育出版社,2001.22—36.
[10]郅庭瑾.教会学生思维[M].教育科学出版社,2002.53—73.
[11]张天宝.主体性教育[M].教育科学出版社,1999.36—45.
[12]李士奇.数学教育心理[M].华东师范大学出版社,2001.55—76.
[13]国家教育部.走进新课程——与课程实施者的对话[M].北京师范大学出版社,2003.12—16.
[14]李玉琪.中学数学教学与实践研究[M].高等教育出版社,2001.18—69.
[15]张行涛、周卫勇.新课程教学法[M].中国轻工业出版社,2004.46—59.
[16]王少华.多向交往--数学课堂教学改革新趋势[J].中学数学教学参考,1997(5).
[17]许盈.数学教学中的情感教育[J].中学数学教学参考,1998(3).
[18]章建跃.代数学习困难的心理学分析及解决措施——数学教育心理学系列讲座之五 [J].人民教育出版社,2005(2).
[19]付继火.浅谈初高中数学的衔接问题[J].中学教研,2001(3).
[20]郑和钧、邓京华.高中生心理学[M].浙江教育出版社,2005.8—12.
[21]广州市教委教研室.课堂教学优化的原理与方法[C].新世纪出版社,1999.18—22
[22]梁威.高中生数学学习障碍研究[M].北京教育出版社,1997.25—28.
[23]梁威.扬起自信的风帆,体验成功的快乐[M].北京出版社,2000.12—14.
[24]王晓东.“初高中数学教材衔接”的现状与思考[J].中学数学,1998(4).
[25]孔企平.数学教学过程中的学生参与[M].华东师范大学出版社,2002.11—18.
[26]教育部高等教育司法.学会学习[M].教育科学出版社,2002.3—15.
[27]田中等.数学基础知识、基本技能教学研究探索[M].华东师范大学出版社,2003.32—38.
[28]赵中建.教育的使命--面向21世纪的教育宣言和行动纲领[J].教育科学出版社,1996.15—16.
[29]王仲春,傅 敏.日本高中数学教育的改革[M].外国教育研究,1991.18—20.
[30]美国国家研究委员会.人人关心数学教育的未来[M].世界图书出版公司,1993.26—28.
[31]Kuhn,D,Amsel,E,&O’Loughlin,M. The development of scientific thingking skills [J]. SanDiego:Academic,2001(2).
[32]Matin.V.Covington. Overcoming Student Failure [J]. Karen Manheim Teel,1995
[33] J. W. A. (Jacob William Albert) Young .The Teaching of Mathematics in the Higher Schools of Prussia Longmans [J]. Green, & Co,1998(3).
[34]Graham A Jones, Richard A Lesh, Dina Tirosh,et al. Handbook of International Research in Mathematics [J].Education Lawrence Erlbaum Associates,2002(5).
[35]Arends,R Learn to teach [M]. New York:Random House,2000.26—29.