关于初中学生数学思维品质的优化的研究
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摘要
在实施素质教育的今天,培养学生创新精神,提高创新能力成为了教育的主要目标。而培养学生的思维品质则是培养学生的智力和能力,提高教学质量,减轻学生负担的有效途径。思维品质表现了思维能力水平。思维品质主要包括深刻性、灵活性、批判性、独创性和敏捷性等五个方面。这五个方面从不同的角度对思维品质进行了描述:深刻性体现了思维的深度;灵活性体现了思维的变化能力;批判性体现了思维的主见性;独创性体现了思维的新颖性;敏捷性体现了思维的速度。这五个方面是互相联系、密不可分的有机整体。
目前,教育理论研究和教育实践中,一些学者和教师对优化学生思维品质、提高学生思维能力展开了多方面的研究和试验,但是多局限于从心理学、教育学等角度研究和实践。我通过积累多年的数学教学经验,发现初中阶段数学优等生的思维具有一些普遍的特征,并致力于对优秀思维品质的培育的研究和探索,力图将研究成果推广至普通学生,以优化所有学生的数学思维品质。
本研究的主要成果表现在三个方面。首先,分析总结了初中数学优等生的思维品质特征,即数学思维的敏捷性是优等生数学思维的最主要的外在表现特征;数学思维的灵活性是数学优等生思维的共同特点;数学思维的深刻性是数学优等生思维的主要的内涵特征;数学思维的批判性有了一定的发展;数学思维的独创性还有待加强。其次,结合初中数学优等生的思维特点和教学实际,设计出了以“培养学生思维品质”为核心的教学应遵循的教学原则和适用的教学途径。在教学过程中,针对五种不同的思维品质提出了不同的培养方案。最后,实施了思维品质的优化方案,并对实施效果进行检测,发现效果良好。说明本研究具有很强的实践意义,值得推广。
In the implementation of quality education, cultivating the students' spirits of innovation and developing the students' abilities of creativity have become the main objectives of education nowadays. The effective ways of improving the quality of students' thinking quality are training their intelligence and capability, improving the quality of teaching, reducing their burden. The quality of thinking performances the level of thinking ability. The quality mainly includes five aspects: penetrability, flexibility, criticality, creativity and sensitivity. These five aspects have described the thinking quality in different ways. Penetrability shows the depth of thinking; flexibility shows the reflection of thinking; criticality shows the assertion of thinking; creativity shows the originality of thinking and sensitivity shows the speed of thinking. These five aspects are inter-linked as a whole.
Currently, in educational theory and practice, some academics and teachers have made a lot of studies and experiments on promoting and developing the students' thinking ability, but most of them are limited psychologically and educationally. By my experience in mathematics teaching for years, I found that the thinking of the junior top students in math have some common characteristics. I have devoted to study and exploration in outstanding quality of thinking, and tried my best to spread the research results to ordinary students in order to develop all students' mathematical thinking quality.
The main results of this study are shown in three aspects. First, a summary of the Junior Excellents in the quality of thinking, that is sensitivity of the excellents' mathematical thinking is the main external features in Mathematical Thinking; flexibility of the excellents' mathematical thinking is a common feature; penetrability is the main content of the excellents' mathematical thinking; criticality mathematical thinking of has been developed in some degree; creativity of mathematical thinking need to be strengthened. Secondly, according to the characteristics of junior excellents' in mathematics thinking and in teaching practice, I designed the teaching principle and application at the core of "developing the quality of students thinking" which should be followed and used in teaching. In the process of teaching, I raised different training programs to five different thinking qualities. Finally, I put the programs in to use, examined the effect and found good results. It proved that the study is of great practical significance, and worthy of promotion.
目前,教育理论研究和教育实践中,一些学者和教师对优化学生思维品质、提高学生思维能力展开了多方面的研究和试验,但是多局限于从心理学、教育学等角度研究和实践。我通过积累多年的数学教学经验,发现初中阶段数学优等生的思维具有一些普遍的特征,并致力于对优秀思维品质的培育的研究和探索,力图将研究成果推广至普通学生,以优化所有学生的数学思维品质。
本研究的主要成果表现在三个方面。首先,分析总结了初中数学优等生的思维品质特征,即数学思维的敏捷性是优等生数学思维的最主要的外在表现特征;数学思维的灵活性是数学优等生思维的共同特点;数学思维的深刻性是数学优等生思维的主要的内涵特征;数学思维的批判性有了一定的发展;数学思维的独创性还有待加强。其次,结合初中数学优等生的思维特点和教学实际,设计出了以“培养学生思维品质”为核心的教学应遵循的教学原则和适用的教学途径。在教学过程中,针对五种不同的思维品质提出了不同的培养方案。最后,实施了思维品质的优化方案,并对实施效果进行检测,发现效果良好。说明本研究具有很强的实践意义,值得推广。
In the implementation of quality education, cultivating the students' spirits of innovation and developing the students' abilities of creativity have become the main objectives of education nowadays. The effective ways of improving the quality of students' thinking quality are training their intelligence and capability, improving the quality of teaching, reducing their burden. The quality of thinking performances the level of thinking ability. The quality mainly includes five aspects: penetrability, flexibility, criticality, creativity and sensitivity. These five aspects have described the thinking quality in different ways. Penetrability shows the depth of thinking; flexibility shows the reflection of thinking; criticality shows the assertion of thinking; creativity shows the originality of thinking and sensitivity shows the speed of thinking. These five aspects are inter-linked as a whole.
Currently, in educational theory and practice, some academics and teachers have made a lot of studies and experiments on promoting and developing the students' thinking ability, but most of them are limited psychologically and educationally. By my experience in mathematics teaching for years, I found that the thinking of the junior top students in math have some common characteristics. I have devoted to study and exploration in outstanding quality of thinking, and tried my best to spread the research results to ordinary students in order to develop all students' mathematical thinking quality.
The main results of this study are shown in three aspects. First, a summary of the Junior Excellents in the quality of thinking, that is sensitivity of the excellents' mathematical thinking is the main external features in Mathematical Thinking; flexibility of the excellents' mathematical thinking is a common feature; penetrability is the main content of the excellents' mathematical thinking; criticality mathematical thinking of has been developed in some degree; creativity of mathematical thinking need to be strengthened. Secondly, according to the characteristics of junior excellents' in mathematics thinking and in teaching practice, I designed the teaching principle and application at the core of "developing the quality of students thinking" which should be followed and used in teaching. In the process of teaching, I raised different training programs to five different thinking qualities. Finally, I put the programs in to use, examined the effect and found good results. It proved that the study is of great practical significance, and worthy of promotion.
引文
[1]中华人民共和国教育部.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
【2]郭思乐,喻纬.数学思维教育论【M].上海:上海教育出版社.2000,3
[3](美)坎贝尔,王成全译.多元智能教与学的策略[M].北京:中国轻工业出版社,2001
[4]黄翔.数学教育的价值[M].北京:高等教育出版社,2004,149-180
【5]张大均.教育心理学【M].北京:人民教育出版社,1999,111-272
【6]李玉琪.数学教育概论【M].北京:中国科技出版社,1994
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[8]П.В.赞可夫.教学与发展【M].北京:文化教育出版社,1980
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[13]濮安山主编.中学数学教学论【M].哈尔滨:哈尔滨工业大学出版社,2004
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【15]陶兴模.数学优等生的学习心理特征及教学策略研究[J].数学通报.2005,第44卷第7期,19-22
【16]黄东坡.数学培优竞赛新方法—九年级【M].武汉:湖北人民出版社,2004,136-163
[17]张庆林,连庸华.优等生解决几何问题的成功思维策略分析[J].西南师范大学学报,1995,第1期,19-23
[18]王宗祥.思维训练的教学原则与思维品质培养的教学实验研究[J].数学通报,2002,6期,2-5
【19]李金明.初中学生数学思维力发展特点及培养方略[J].内蒙古师范大学学报(教育科学版):2004,第17卷第4期,46-48
[20]王文霞.试谈初中学生数学思维能力的培养【J].科教文汇,2006,第4期,68
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【22]张祝华.课本习题的处理与思维品质的培养【J].中学数学,2004,9,14-15
[23]刘云章,赵雄辉.数学解题思维策略—波利亚著作选讲【M].湖南:湖南教育出版社,1991年7月
【24]林伟杰.数学思维品质的教学培养和训练[J].中小学数学.1999,2,21-22
[25]李宠宇,刘汉义.数学思维教学及其评价初探【J].中学数学(湖北),1994,9
[26]赵刚.数学创造性思维及其教学培养【J].数学教学.1997年5月
【27]彭向阳.数学思维的批判性及其教学培养【J].数学教学.2006年5月
【28]肖伯荣.数学思维品质的教学培养与训练【J].中学数学教学参考.1998年6月
【29]王秀贞,朱海民.在解题教学中培养学生良好的思维品质【J].数学教育学报.2006年5月
[30]刘昌源.数学教学中学生思维能力的培养[J].中学数学教学参考.2003年6月
【31]杨小微主编.教育研究方法【M].北京:人民教育出版社,2005,61-95
[32]朱智贤,林崇德.思维发展心理学【M].北京:北京师范大学出版社,1986
【33]王孝玲.教育统计学【M].第二版.上海:华东师范大学出版社,2001
【2]郭思乐,喻纬.数学思维教育论【M].上海:上海教育出版社.2000,3
[3](美)坎贝尔,王成全译.多元智能教与学的策略[M].北京:中国轻工业出版社,2001
[4]黄翔.数学教育的价值[M].北京:高等教育出版社,2004,149-180
【5]张大均.教育心理学【M].北京:人民教育出版社,1999,111-272
【6]李玉琪.数学教育概论【M].北京:中国科技出版社,1994
【7]吉尔福特,施方良等译.创造性才能【M].北京:人民教育出版社,1990
[8]П.В.赞可夫.教学与发展【M].北京:文化教育出版社,1980
【9]朱智贤,林崇德.思维发展心理学[M].北京:北京师范大学出版社,1986
【10]林崇德.发展心理学【M].北京:教育出版社;2003,2
【11]周守珍,黄知荣主编.心理学[M].武汉:华中师范大学出版社,2003.8,105-121
[12]万云英主编.学校教育心理学【M].北京:人民教育出版社,2000.9,146-333
[13]濮安山主编.中学数学教学论【M].哈尔滨:哈尔滨工业大学出版社,2004
【14]王忠华.例谈数学思维品质[J].教学大世界(高中辅导).2006,22期,28-30
【15]陶兴模.数学优等生的学习心理特征及教学策略研究[J].数学通报.2005,第44卷第7期,19-22
【16]黄东坡.数学培优竞赛新方法—九年级【M].武汉:湖北人民出版社,2004,136-163
[17]张庆林,连庸华.优等生解决几何问题的成功思维策略分析[J].西南师范大学学报,1995,第1期,19-23
[18]王宗祥.思维训练的教学原则与思维品质培养的教学实验研究[J].数学通报,2002,6期,2-5
【19]李金明.初中学生数学思维力发展特点及培养方略[J].内蒙古师范大学学报(教育科学版):2004,第17卷第4期,46-48
[20]王文霞.试谈初中学生数学思维能力的培养【J].科教文汇,2006,第4期,68
【21]冯克诚主编.实用课堂教学方法大系—中学卷:数学【M].呼和浩特:内蒙古大学出版社,1999,800-850
【22]张祝华.课本习题的处理与思维品质的培养【J].中学数学,2004,9,14-15
[23]刘云章,赵雄辉.数学解题思维策略—波利亚著作选讲【M].湖南:湖南教育出版社,1991年7月
【24]林伟杰.数学思维品质的教学培养和训练[J].中小学数学.1999,2,21-22
[25]李宠宇,刘汉义.数学思维教学及其评价初探【J].中学数学(湖北),1994,9
[26]赵刚.数学创造性思维及其教学培养【J].数学教学.1997年5月
【27]彭向阳.数学思维的批判性及其教学培养【J].数学教学.2006年5月
【28]肖伯荣.数学思维品质的教学培养与训练【J].中学数学教学参考.1998年6月
【29]王秀贞,朱海民.在解题教学中培养学生良好的思维品质【J].数学教育学报.2006年5月
[30]刘昌源.数学教学中学生思维能力的培养[J].中学数学教学参考.2003年6月
【31]杨小微主编.教育研究方法【M].北京:人民教育出版社,2005,61-95
[32]朱智贤,林崇德.思维发展心理学【M].北京:北京师范大学出版社,1986
【33]王孝玲.教育统计学【M].第二版.上海:华东师范大学出版社,2001