高中数学教学中题组教学的探究
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摘要
针对中学数学教学中“两极分化”现象的普遍存在,我们通过大量的教学实践总结提炼了一种新的教学模式——“题组教学”。研究题组教学在高中数学教学中的应用对当前新课改理念指导下的高中数学教学是非常有意义的。笔者以所在工作学校的任课班级的学生作为研究对象,运用了问卷调查法﹑访谈调查法﹑内容分析法、行动研究法等科学研究方法展开“题组教学”实验。本文分别从题组教学的步骤与题组编拟的策略,题组教学与其他教学法的联系以及研究的发现这三方面进行了详细而深入地论述。通过大量的案例说明与分析,进一步阐明了自己的观点。
本文共分为四个部分:
一、对研究的背景、必要性及思路与方法进行了阐述,概述了题组教学的理论根据,探讨确定高中数学教学中实施“题组教学”的依据和来源。
二、论述了题组教学的步骤与编拟题组的策略,并以适当的教学案例辅助说明,对三个教学中的典型案例进行了深入地分析。重点研究了如何实施“题组教学”。其中包括:(一)什么是“题组教学”;(二)“题组教学”的具体实施程序是什么;(三)怎样出示题组;(四)怎样指导学生进行探究;(五)怎样展示学生的作业;(六)怎样辨析;(七)怎样总结提炼;(八)怎样编拟题组等八个问题。
三、论述了题组教学与其它教学方法的联系。从与讲授法、发现法、探究法和程序法的对比与分析过程得到结论:题组教学有着扎实的理论基础,又结合我国西部地区的中学教育教学现状及数学学科的特点,形成了自己的鲜明特色,为实现因材施教、落实新一轮的课改精神创设了一个切实可行的操作方案。
四、对学生进行题组教学实验的效果进行了分析并确定了影响实验课实施的因素,由此客观地分析了笔者的实践和研究的得失,开展题组教学的效果与影响以及进一步研究的建议。
总之,“题组教学”从理论到实践,形成了一个比较完整的体系,符合当代先进的教育理念,具有为学生进一步学习构建基础并传播大众数学文化等方面的价值。
Regarding the phenomenon that“polarization”widespread existed in high school mathematics teaching, we concluded the new teaching model“question group teaching”through a lot of teaching practices. It is very significant to study the application of question group teaching in high school mathematics under the background of the new reform curriculum of high school mathematics teaching. The author set her students as researching object and carried out“question group teaching”experiment in the way of question survey, interview survey, content analysis, action research and other scientific researches. This paper deeply analyzed the process of question group teaching and strategy of planning group, the relation between question group teaching and other teaching methods and its researching results in detail. Through a great deal of cases description and analysis, the author clarified her own standpoint in further.
This paper can be divided into four parts:
1、Expatiate the background, necessity, thought pattern and methods of research; summarize the theoretical basis of question group teaching; explore and confirm the basis and source of implementing“question group teaching”in high school mathematics teaching.
2、Explore process of question group teaching and strategy of planning group with proper teaching cases as examples, and deeply analyze three typical cases which occurred in teaching practice. The research focuses on the implementation of“question group teaching”. It includes: (1)what“question group teaching”is ; (2)what the specific implementing procedure of“question group teaching”is ;(3)how to show question group;(4)how to guide student to explore;(5)how to show the students’work;(6)how to differentiate and analyze;(7)how to conclude and abstract;(8)how to plan question group.
3、Explain the relation between question group teaching and other teaching methods. Through contrasting and analyzing the teaching method, discovering method, exploring method and procedure method, the gained conclusion is: the question group teaching has its solid theoretical foundation and has formed its own distinctive characteristics according to the actual situation of high school teaching in China’s western region and the characteristics of mathematics. Therefore, it created a practical and operational program for teaching students in accordance of their aptitude and implementing the spirit of new reform of curriculum.
4、Analyze the experiment effects of question group teaching and confirm the factors that affect the implementation of the experiment. Meanwhile, analyze the author’s practice and researching gain and loss, explain the effect and affect of implementing question group teaching and offer suggestions for future research.
Analyze the experiment effects of question group teaching and confirm the factors that affect the implementation of the experiment. Meanwhile, analyze the author’s practice and researching gain and loss, explain the effect and affect of implementing question group teaching and offer suggestions for future research.
In short, the“question group teaching”has formed an intact system from theory to practice, it accords with the current education thought and possesses the value for building the basis to facilitate student’s further learning and popularizing public mathematic culture.
本文共分为四个部分:
一、对研究的背景、必要性及思路与方法进行了阐述,概述了题组教学的理论根据,探讨确定高中数学教学中实施“题组教学”的依据和来源。
二、论述了题组教学的步骤与编拟题组的策略,并以适当的教学案例辅助说明,对三个教学中的典型案例进行了深入地分析。重点研究了如何实施“题组教学”。其中包括:(一)什么是“题组教学”;(二)“题组教学”的具体实施程序是什么;(三)怎样出示题组;(四)怎样指导学生进行探究;(五)怎样展示学生的作业;(六)怎样辨析;(七)怎样总结提炼;(八)怎样编拟题组等八个问题。
三、论述了题组教学与其它教学方法的联系。从与讲授法、发现法、探究法和程序法的对比与分析过程得到结论:题组教学有着扎实的理论基础,又结合我国西部地区的中学教育教学现状及数学学科的特点,形成了自己的鲜明特色,为实现因材施教、落实新一轮的课改精神创设了一个切实可行的操作方案。
四、对学生进行题组教学实验的效果进行了分析并确定了影响实验课实施的因素,由此客观地分析了笔者的实践和研究的得失,开展题组教学的效果与影响以及进一步研究的建议。
总之,“题组教学”从理论到实践,形成了一个比较完整的体系,符合当代先进的教育理念,具有为学生进一步学习构建基础并传播大众数学文化等方面的价值。
Regarding the phenomenon that“polarization”widespread existed in high school mathematics teaching, we concluded the new teaching model“question group teaching”through a lot of teaching practices. It is very significant to study the application of question group teaching in high school mathematics under the background of the new reform curriculum of high school mathematics teaching. The author set her students as researching object and carried out“question group teaching”experiment in the way of question survey, interview survey, content analysis, action research and other scientific researches. This paper deeply analyzed the process of question group teaching and strategy of planning group, the relation between question group teaching and other teaching methods and its researching results in detail. Through a great deal of cases description and analysis, the author clarified her own standpoint in further.
This paper can be divided into four parts:
1、Expatiate the background, necessity, thought pattern and methods of research; summarize the theoretical basis of question group teaching; explore and confirm the basis and source of implementing“question group teaching”in high school mathematics teaching.
2、Explore process of question group teaching and strategy of planning group with proper teaching cases as examples, and deeply analyze three typical cases which occurred in teaching practice. The research focuses on the implementation of“question group teaching”. It includes: (1)what“question group teaching”is ; (2)what the specific implementing procedure of“question group teaching”is ;(3)how to show question group;(4)how to guide student to explore;(5)how to show the students’work;(6)how to differentiate and analyze;(7)how to conclude and abstract;(8)how to plan question group.
3、Explain the relation between question group teaching and other teaching methods. Through contrasting and analyzing the teaching method, discovering method, exploring method and procedure method, the gained conclusion is: the question group teaching has its solid theoretical foundation and has formed its own distinctive characteristics according to the actual situation of high school teaching in China’s western region and the characteristics of mathematics. Therefore, it created a practical and operational program for teaching students in accordance of their aptitude and implementing the spirit of new reform of curriculum.
4、Analyze the experiment effects of question group teaching and confirm the factors that affect the implementation of the experiment. Meanwhile, analyze the author’s practice and researching gain and loss, explain the effect and affect of implementing question group teaching and offer suggestions for future research.
Analyze the experiment effects of question group teaching and confirm the factors that affect the implementation of the experiment. Meanwhile, analyze the author’s practice and researching gain and loss, explain the effect and affect of implementing question group teaching and offer suggestions for future research.
In short, the“question group teaching”has formed an intact system from theory to practice, it accords with the current education thought and possesses the value for building the basis to facilitate student’s further learning and popularizing public mathematic culture.
引文
[1] 熊明安、喻本伐:《中国当代教育实验史》,山东教育出版社,2005 年版,第 400 页。
[2] 中华人民共和国教育部:《普通高中数学课程标准》(实验),人民教育出版社,2003 年版,第 1 页。
[3] 同[2]第 1 页。
[4] 赵祥麟、王承绪编译:《杜威教育论著选》,华东师范大学出版社,1981 年版,第 180 页。
[5] 《墨子·大取篇》
[6] 裴娣娜:《教育研究方法导论》,安徽教育出版社,1995 年版,第 180 页。
[7] 霍华得·加德纳著、沈致隆译:《多元智能》,新华社出版社,1999 年版,第 89 页。
[8] 施良方:《课程理论——课程的基础、原理与问题》,教育科学出版社,1996 年版,第 95 页。
[9] 刘舒生:《教学法大全》,经济日报出版社,1991 年版,第 552 页。
[10] 张奠宙、宋乃庆:《数学教育概论》,高等教育出版社,2004 年版,第 166 页。
[11]《论语·宪问》
[12]《论语·述而》
[13]《论语·公冶长》
[14] 同[9],第 399 页。
[15] 同[9],第 382 页。
[16] 同[9],第 431 页。
[17] 同[1],第 359 页。
[18] 同[9],第 401 页。
[19] 同[9],第 285 页。
[20] 陈沛霖:关于程序教学的一些看法,《心理科学通讯》,1965 年第 2 期,第 16 页。
[21] 徐斌艳:《数学教育展望》,华东师范大学出版社,2001 年版,第 364 页。
[22] 钱珮玲:《对新课程理念下数学教学的思考》,北京师范大学出版社,2005 年版,第 1 页。
[23] 同[1],第 816 页。
[24] 陈重穆、宋乃庆:《GX 理论与实践》,西南师范大学出版社,1998 年版,第 22 页。
1. 中华人民共和国教育部.普通高中数学课程标准(实验)[S].北京:人民教育出版社,2003.
2. 张奠宙,宋乃庆.数学教育概论[M].北京:高等教育出版社,2004.
3. 郑毓信.数学教育:从理论到实践[M].上海:上海教育出版社,2001.
4. (美)G·波利亚.怎样解题[M].阎育苏译.北京:科学出版社,1982.
5. (美)G·波利亚.数学与猜想(第一卷)[M].北京:科学出版社,1984.
6. (荷兰)弗赖登塔尔.作为教育任务的数学[M]. 陈昌平,唐瑞芬编译.上海:上海教育社,1995.
7. 曹才翰,章建跃.数学教育心理学[M].北京:北京师范大学出版社,2003.
8. 张奠宙,李士琦,李俊.数学教育学导论[M].北京:高等教育出版社,2003.
9. 张奠宙.数学教育学[M].南昌:江西教育出版社,1991.
10. (日)米山国藏.数学的精神、思想和方法[M].成都:四川教育出版社,1986.
11. 袁振国.教育原理[M].上海:华东师范大学出版社,2004.
12. (美)约翰·D·布兰思福特,安·L·布郎,罗德尼·R·科金等.人是如何学习的——大脑、心理、经验及学校[M]. 程可拉,孙亚玲, 王旭卿译.上海:华东师范大学出版社,2002.
13. (美)霍华得·加德纳. 多元智能[M].沈致隆译.北京:新华社出版社,1999.
14. 张广祥.数学中的问题探究[M].上海:华东师范大学出版社,2003.
15. 范良火.教师教学知识发展研究[M].上海:华东师范大学出版社,2003.
16. 施良方.课程理论——课程的基础、原理与问题[M] .北京:教育科学出版社,1996.
17. A·EБ 瓦西列夫斯基.数学解题教学法[M]. 李光宇,王力新译.武汉:湖南科学技术出版社,1982.
18.(法)雅克·阿达玛.数学领域中的发明心理学[M].陈植荫,肖奚安译.南京:江苏教育出版社,1988.
19.(美)加里·D·鲍里奇.有效教学方法[M].易东平译.南京:江苏教育出版社,2002.
20.(日)平山谛.东西数学物语[M].代钦译.上海:上海教育出版社,2005.
21.吴宪芳,郭熙汉等.数学教育学[M].武汉:华中师范大学出版社,1997.
22.刘舒生,董燕桥.教学法大全[M].北京:经济日报出版社,1991.
23.罗增儒.数学解题学引论[M].西安:陕西师范大学出版社,2004.
24.江高文.中学数学思维策略与解题艺术[M].武汉:华中师范大学出版社,1996.
25.徐利治.数学方法论选讲[M].武汉:华中理工大学出版社,2000.
26.裴娣娜.教育研究方法导论[M] .合肥:安徽教育出版社,1995.
27.(美)布卢姆.教育评价[M].邱渊等译.上海:华东师范大学出版社,1987.
28.黎世法.异步教育法[M].北京:新华出版社,2003.
29.徐斌艳.数学教育展望[M] .上海:华东师范大学出版社,2001.
30.钱珮玲.对新课程理念下数学教学的思考[R] .北京:北京师范大学,2005.
31.陈重穆,宋乃庆.GX 理论与实践[M].重庆:西南师范大学出版社,1998.
[2] 中华人民共和国教育部:《普通高中数学课程标准》(实验),人民教育出版社,2003 年版,第 1 页。
[3] 同[2]第 1 页。
[4] 赵祥麟、王承绪编译:《杜威教育论著选》,华东师范大学出版社,1981 年版,第 180 页。
[5] 《墨子·大取篇》
[6] 裴娣娜:《教育研究方法导论》,安徽教育出版社,1995 年版,第 180 页。
[7] 霍华得·加德纳著、沈致隆译:《多元智能》,新华社出版社,1999 年版,第 89 页。
[8] 施良方:《课程理论——课程的基础、原理与问题》,教育科学出版社,1996 年版,第 95 页。
[9] 刘舒生:《教学法大全》,经济日报出版社,1991 年版,第 552 页。
[10] 张奠宙、宋乃庆:《数学教育概论》,高等教育出版社,2004 年版,第 166 页。
[11]《论语·宪问》
[12]《论语·述而》
[13]《论语·公冶长》
[14] 同[9],第 399 页。
[15] 同[9],第 382 页。
[16] 同[9],第 431 页。
[17] 同[1],第 359 页。
[18] 同[9],第 401 页。
[19] 同[9],第 285 页。
[20] 陈沛霖:关于程序教学的一些看法,《心理科学通讯》,1965 年第 2 期,第 16 页。
[21] 徐斌艳:《数学教育展望》,华东师范大学出版社,2001 年版,第 364 页。
[22] 钱珮玲:《对新课程理念下数学教学的思考》,北京师范大学出版社,2005 年版,第 1 页。
[23] 同[1],第 816 页。
[24] 陈重穆、宋乃庆:《GX 理论与实践》,西南师范大学出版社,1998 年版,第 22 页。
1. 中华人民共和国教育部.普通高中数学课程标准(实验)[S].北京:人民教育出版社,2003.
2. 张奠宙,宋乃庆.数学教育概论[M].北京:高等教育出版社,2004.
3. 郑毓信.数学教育:从理论到实践[M].上海:上海教育出版社,2001.
4. (美)G·波利亚.怎样解题[M].阎育苏译.北京:科学出版社,1982.
5. (美)G·波利亚.数学与猜想(第一卷)[M].北京:科学出版社,1984.
6. (荷兰)弗赖登塔尔.作为教育任务的数学[M]. 陈昌平,唐瑞芬编译.上海:上海教育社,1995.
7. 曹才翰,章建跃.数学教育心理学[M].北京:北京师范大学出版社,2003.
8. 张奠宙,李士琦,李俊.数学教育学导论[M].北京:高等教育出版社,2003.
9. 张奠宙.数学教育学[M].南昌:江西教育出版社,1991.
10. (日)米山国藏.数学的精神、思想和方法[M].成都:四川教育出版社,1986.
11. 袁振国.教育原理[M].上海:华东师范大学出版社,2004.
12. (美)约翰·D·布兰思福特,安·L·布郎,罗德尼·R·科金等.人是如何学习的——大脑、心理、经验及学校[M]. 程可拉,孙亚玲, 王旭卿译.上海:华东师范大学出版社,2002.
13. (美)霍华得·加德纳. 多元智能[M].沈致隆译.北京:新华社出版社,1999.
14. 张广祥.数学中的问题探究[M].上海:华东师范大学出版社,2003.
15. 范良火.教师教学知识发展研究[M].上海:华东师范大学出版社,2003.
16. 施良方.课程理论——课程的基础、原理与问题[M] .北京:教育科学出版社,1996.
17. A·EБ 瓦西列夫斯基.数学解题教学法[M]. 李光宇,王力新译.武汉:湖南科学技术出版社,1982.
18.(法)雅克·阿达玛.数学领域中的发明心理学[M].陈植荫,肖奚安译.南京:江苏教育出版社,1988.
19.(美)加里·D·鲍里奇.有效教学方法[M].易东平译.南京:江苏教育出版社,2002.
20.(日)平山谛.东西数学物语[M].代钦译.上海:上海教育出版社,2005.
21.吴宪芳,郭熙汉等.数学教育学[M].武汉:华中师范大学出版社,1997.
22.刘舒生,董燕桥.教学法大全[M].北京:经济日报出版社,1991.
23.罗增儒.数学解题学引论[M].西安:陕西师范大学出版社,2004.
24.江高文.中学数学思维策略与解题艺术[M].武汉:华中师范大学出版社,1996.
25.徐利治.数学方法论选讲[M].武汉:华中理工大学出版社,2000.
26.裴娣娜.教育研究方法导论[M] .合肥:安徽教育出版社,1995.
27.(美)布卢姆.教育评价[M].邱渊等译.上海:华东师范大学出版社,1987.
28.黎世法.异步教育法[M].北京:新华出版社,2003.
29.徐斌艳.数学教育展望[M] .上海:华东师范大学出版社,2001.
30.钱珮玲.对新课程理念下数学教学的思考[R] .北京:北京师范大学,2005.
31.陈重穆,宋乃庆.GX 理论与实践[M].重庆:西南师范大学出版社,1998.