广东高考分析与高中数学课堂教学研究
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摘要
考试与社会政治、经济、文化、教育等内容密切相关。考试体现着社会对其成员资格的要求和认定,大规模社会考试还昭示出社会对所需人才的标准,进而成为人才选拔和推进人才培养的重要途径和手段。随高考的改革,高考考试内容不只是来自于教材,更注重来自于现实生活,所测量的不仅是知识,更是学生的能力。测试中收集的数据信息,不仅涉及智力方面的,还包括认知、态度、情感方面的内容。
高考与教学永运是神似而非形似。教师的教学,在素质教育的今天,已经不仅是对老师有高深知识的要求了,更要有新的教育理念和教育手段!课堂是素质教育和人才培养的主阵地!而教师是课堂教学的传播者,引导者。
不同的地区有不同的文化!在高考改革前沿的广东有它本身的考试特色。调动到广东后,我发现南北的高考模式和内容有差别,而学生的压力和学习状况也不同!大部分老师不断地研究高考试卷而教学效率差距很大。为此,更为了自己更快地适应更好地完成我的教育教学工作,我认真地研究广东高考的数学试卷对知识和能力的考察,分析考生的学习状况,研究提高数学课堂教学效率的教学方法,研究在课堂教学中如何提高学生素质,如何培养学生的能力。
本论文用两章(第二章和第三章)论述关于高考的命题与试卷的研究和研究方法以及广东高考试题的发展变化,主要用对比分析的方法研究了广东和全国数学考卷的一些差别,并介绍了广东的课程和学生的学习状况。在此基础之上,在第四章主要论述了在学习和研究了高考的能力要求和素质要求的前提下,我自己不断改进和总结的课堂的教学方法。第五章用列表和对比分析等方法说明在研究高考前提下活用课堂教学模式的教学和教育效应。
在这篇论文的写作研究过程中,我越来越深刻地感觉到;加强高考命题研究固然重要,但关键还在于通过研究高考将有关结果贯彻于教学工作中。高考的改革,趋于高能才会有高分。教师是人才培养的重要途径,而课堂是人才培养的主阵地。教师是课堂中的开发创造者,组织指导者,提高课堂的教学效率更要在课堂教学中有目的、有意识地培养学生的能力,提高学生的素质,使学生适应当今高考和社会对人才的需求。
Examination and society politics, economy, culture, education etc. contents close related.Examination the body wear now society as to it's member's qualifications of request with affirm, large-scale society examination return clearly show society to the talented person need of standard, then become a talented person selection and push forward talented person development of importance path and means.With Gao Kao of reform, Gao Kao examination the contents is to come from teaching material, pay attention to more to come from reality life, measure of is not only a knowledge but also the student's ability.Test medium collections of data information, not only involve intelligence, but also include cognition, the contents of attitude, emotion.
Gao Kao and teaching the luck be always looking like rather than likeness.The teacher's teaching, today in education for all-round development, has already not only been the request which had profound knowledge to the teacher, but also have to have new of education principle and education means!The classroom is the lord of the education for all-round development and talented person development battlefield!But the teacher is the dissemination of the classroom teaching, guide.
There is dissimilarity in the region of dissimilarity of culture!The Guangdong that follow before Gao Kao's reform has it of examination special features.The transfer is to the back of the Guangdong, I detection south north of Gao Kao's mode and contents have difference, but the student's pressure and study condition also dissimilarity!Big and parts of teacher constantly the research be very high examination book but teaching efficiency margin big.Is this, more for the sake of oneself sooner orientation betterly completion my education teaching work, I in earnest research Gao Kao in the Guangdong's mathematics try book to investigate the knowledge and the ability, analysis examinee of study condition, research exaltation the teaching method of efficiency of the mathematics classroom teaching, research in the classroom teaching how exaltation student's character, how development the student's ability.
This thesis use two(chapter 2 and chapter 3) discuss concerning set question of Gao Kao with try a winding of research and research method and Guangdong be high examination of development variety, main use contrast analysis of method research some difference of the Guangdong and whole country mathematics examination paper, and introduction the course of Guangdong and student of study condition.Under the premise that this foundation on, main discussed in chapter 4 at study and research Gao Kao's ability request and character request, myself continuously improvement and summary of the teaching method of classroom.Chapter 5 use row form and contrast analysis etc. method elucidation at research Gao Kao premise bottom live to use classroom teaching mode of teaching and education effect.
In the writing of this sis the research the process, I more and more and deeply felling arrive;Strengthen Gao Kao set question research surely importance, but the key be still lie in passing research Gao Kao will relevant result carry through a work at the teaching in.Gao Kao's reform, tend would have a high mark at Gao Neng2.The teacher is a talented person development of importance path, but the classroom be a talented person development of lord battlefield.The teacher is the development creator in the classroom, organization instructor, exaltation classroom of the teaching efficiency even want to have a purpose in the classroom teaching and have consciously development the student's ability, exaltation the student's character, make student orientation nowadays Gao Kao and society to the talented person's need.
高考与教学永运是神似而非形似。教师的教学,在素质教育的今天,已经不仅是对老师有高深知识的要求了,更要有新的教育理念和教育手段!课堂是素质教育和人才培养的主阵地!而教师是课堂教学的传播者,引导者。
不同的地区有不同的文化!在高考改革前沿的广东有它本身的考试特色。调动到广东后,我发现南北的高考模式和内容有差别,而学生的压力和学习状况也不同!大部分老师不断地研究高考试卷而教学效率差距很大。为此,更为了自己更快地适应更好地完成我的教育教学工作,我认真地研究广东高考的数学试卷对知识和能力的考察,分析考生的学习状况,研究提高数学课堂教学效率的教学方法,研究在课堂教学中如何提高学生素质,如何培养学生的能力。
本论文用两章(第二章和第三章)论述关于高考的命题与试卷的研究和研究方法以及广东高考试题的发展变化,主要用对比分析的方法研究了广东和全国数学考卷的一些差别,并介绍了广东的课程和学生的学习状况。在此基础之上,在第四章主要论述了在学习和研究了高考的能力要求和素质要求的前提下,我自己不断改进和总结的课堂的教学方法。第五章用列表和对比分析等方法说明在研究高考前提下活用课堂教学模式的教学和教育效应。
在这篇论文的写作研究过程中,我越来越深刻地感觉到;加强高考命题研究固然重要,但关键还在于通过研究高考将有关结果贯彻于教学工作中。高考的改革,趋于高能才会有高分。教师是人才培养的重要途径,而课堂是人才培养的主阵地。教师是课堂中的开发创造者,组织指导者,提高课堂的教学效率更要在课堂教学中有目的、有意识地培养学生的能力,提高学生的素质,使学生适应当今高考和社会对人才的需求。
Examination and society politics, economy, culture, education etc. contents close related.Examination the body wear now society as to it's member's qualifications of request with affirm, large-scale society examination return clearly show society to the talented person need of standard, then become a talented person selection and push forward talented person development of importance path and means.With Gao Kao of reform, Gao Kao examination the contents is to come from teaching material, pay attention to more to come from reality life, measure of is not only a knowledge but also the student's ability.Test medium collections of data information, not only involve intelligence, but also include cognition, the contents of attitude, emotion.
Gao Kao and teaching the luck be always looking like rather than likeness.The teacher's teaching, today in education for all-round development, has already not only been the request which had profound knowledge to the teacher, but also have to have new of education principle and education means!The classroom is the lord of the education for all-round development and talented person development battlefield!But the teacher is the dissemination of the classroom teaching, guide.
There is dissimilarity in the region of dissimilarity of culture!The Guangdong that follow before Gao Kao's reform has it of examination special features.The transfer is to the back of the Guangdong, I detection south north of Gao Kao's mode and contents have difference, but the student's pressure and study condition also dissimilarity!Big and parts of teacher constantly the research be very high examination book but teaching efficiency margin big.Is this, more for the sake of oneself sooner orientation betterly completion my education teaching work, I in earnest research Gao Kao in the Guangdong's mathematics try book to investigate the knowledge and the ability, analysis examinee of study condition, research exaltation the teaching method of efficiency of the mathematics classroom teaching, research in the classroom teaching how exaltation student's character, how development the student's ability.
This thesis use two(chapter 2 and chapter 3) discuss concerning set question of Gao Kao with try a winding of research and research method and Guangdong be high examination of development variety, main use contrast analysis of method research some difference of the Guangdong and whole country mathematics examination paper, and introduction the course of Guangdong and student of study condition.Under the premise that this foundation on, main discussed in chapter 4 at study and research Gao Kao's ability request and character request, myself continuously improvement and summary of the teaching method of classroom.Chapter 5 use row form and contrast analysis etc. method elucidation at research Gao Kao premise bottom live to use classroom teaching mode of teaching and education effect.
In the writing of this sis the research the process, I more and more and deeply felling arrive;Strengthen Gao Kao set question research surely importance, but the key be still lie in passing research Gao Kao will relevant result carry through a work at the teaching in.Gao Kao's reform, tend would have a high mark at Gao Neng2.The teacher is a talented person development of importance path, but the classroom be a talented person development of lord battlefield.The teacher is the development creator in the classroom, organization instructor, exaltation classroom of the teaching efficiency even want to have a purpose in the classroom teaching and have consciously development the student's ability, exaltation the student's character, make student orientation nowadays Gao Kao and society to the talented person's need.
引文
[1] 张奠宙.数学教育经纬[M].南京:江苏教育出版社, 2002-11-3
[2] 李文林 .数学史概论[M].北京:高等教育出版社
[3] 罗小伟.中学数学教学论[M].南宁:广西民族出版社
[4] 李迪.中外数学史教程.福州:福建教育出版社,1993:620 - 698
[5] 2001 年到 2007 年内蒙古自治区用普通高等学校全国统一招生考试数学试题
[6] 2001-2007 年的广东省高考数学试题
[7] 任子朝. 探索命题规律,不断发展完善─高考数学命题演变分析[J].数学通报 1994, (02)
[8] 任子朝.探索命题规律,不断发展完善(续)-高考数学命题演变分析[J]. 数学通报 , 1994, (01) .
[9] 任子朝.高考数学命题研究[J]. 中学数学教学参考 , 1994,(05)
[10] 任子朝.高考数学命题研究[J]. 中学数学教学参考 , 1994,(06)
[11] 杨翠梅.高考数学试题分析研究[D]. 内蒙古: 内蒙古师范大学,2003
[12] G?波利亚.怎样解题[M].徐泓,冯承天译.上海:上海科技教育出版社,2002.
[13] 中外数学简史编写组.外国数学简史.山东:教育出版社,1987:559 - 621
[14] A?恩格尔.解决问题的策略[M].舒五昌,冯志刚译.上海:上海教育出版社,2005.
[15] 胡炳生.数学解题研究和发现[M].北京:中国展望出版社,1989.
[16] 丁念金.问题教学[M].福州:福建教育出版社,2005.
[17] 何小亚.与新课程同行:数学学与教的心理学[M].广州:华南理工大学出版社,2003.
[18] 刘宏武.新课程的教学方法选择[M].北京:中央民族大学出版社,2004.
[19] 杨淑芹.“问题解决”教学模式与数学教学[J].中学数学教学参考,2001(6).
[20] 喻平.“问题解决”的教学功能初探[J].南宁:广西教育学院学报,1996(2).
[21] 漆定鑫.“问题解决”的课堂教学[J].数学教学,1998(6).
[22] 杨伊生.课堂教学心理学基础[M]. 呼和浩特市:远方出版社
[23] 刘明祥.试论数学史的教育功能[J].中学数学研究.2000.(8)
[24] 陈振宣. 高考数学命题研究与试题评析.上海科技教育出版社,1991
[25] 2001-2007 年的广东新课标高考数学考试大纲
[26] 2001-2007 教育部考试中心,考试说明,高考试题分析
[27] 肖川. 学生自主学习方式将悄然变化[N] . 中国教育报,2001 - 09 - 19(4)
[28] 韩清林. 自主学习与教改实验的若干基本问题[J ] ,教育研究,2000,(5)
[29] 邓明立.陈雪梅.重视数学史在数学教学中的作用[J] .数学通报.2002(12) .
[30] 李俨.中算史论丛(第一集).科学出版社,1954:44 -75
[31] 广州日报.网络版.发布时间:2006-03-17 13:09:33
[32] 唐瑞芬.论数学教师的素质[J].上海中学数学.1999
[33] 全国数学史学会.数学史通讯,1998,(6)
[34] 中外数学简史编写组.中国数学简史.济南:山东教育出版社,1986:71- 124
[2] 李文林 .数学史概论[M].北京:高等教育出版社
[3] 罗小伟.中学数学教学论[M].南宁:广西民族出版社
[4] 李迪.中外数学史教程.福州:福建教育出版社,1993:620 - 698
[5] 2001 年到 2007 年内蒙古自治区用普通高等学校全国统一招生考试数学试题
[6] 2001-2007 年的广东省高考数学试题
[7] 任子朝. 探索命题规律,不断发展完善─高考数学命题演变分析[J].数学通报 1994, (02)
[8] 任子朝.探索命题规律,不断发展完善(续)-高考数学命题演变分析[J]. 数学通报 , 1994, (01) .
[9] 任子朝.高考数学命题研究[J]. 中学数学教学参考 , 1994,(05)
[10] 任子朝.高考数学命题研究[J]. 中学数学教学参考 , 1994,(06)
[11] 杨翠梅.高考数学试题分析研究[D]. 内蒙古: 内蒙古师范大学,2003
[12] G?波利亚.怎样解题[M].徐泓,冯承天译.上海:上海科技教育出版社,2002.
[13] 中外数学简史编写组.外国数学简史.山东:教育出版社,1987:559 - 621
[14] A?恩格尔.解决问题的策略[M].舒五昌,冯志刚译.上海:上海教育出版社,2005.
[15] 胡炳生.数学解题研究和发现[M].北京:中国展望出版社,1989.
[16] 丁念金.问题教学[M].福州:福建教育出版社,2005.
[17] 何小亚.与新课程同行:数学学与教的心理学[M].广州:华南理工大学出版社,2003.
[18] 刘宏武.新课程的教学方法选择[M].北京:中央民族大学出版社,2004.
[19] 杨淑芹.“问题解决”教学模式与数学教学[J].中学数学教学参考,2001(6).
[20] 喻平.“问题解决”的教学功能初探[J].南宁:广西教育学院学报,1996(2).
[21] 漆定鑫.“问题解决”的课堂教学[J].数学教学,1998(6).
[22] 杨伊生.课堂教学心理学基础[M]. 呼和浩特市:远方出版社
[23] 刘明祥.试论数学史的教育功能[J].中学数学研究.2000.(8)
[24] 陈振宣. 高考数学命题研究与试题评析.上海科技教育出版社,1991
[25] 2001-2007 年的广东新课标高考数学考试大纲
[26] 2001-2007 教育部考试中心,考试说明,高考试题分析
[27] 肖川. 学生自主学习方式将悄然变化[N] . 中国教育报,2001 - 09 - 19(4)
[28] 韩清林. 自主学习与教改实验的若干基本问题[J ] ,教育研究,2000,(5)
[29] 邓明立.陈雪梅.重视数学史在数学教学中的作用[J] .数学通报.2002(12) .
[30] 李俨.中算史论丛(第一集).科学出版社,1954:44 -75
[31] 广州日报.网络版.发布时间:2006-03-17 13:09:33
[32] 唐瑞芬.论数学教师的素质[J].上海中学数学.1999
[33] 全国数学史学会.数学史通讯,1998,(6)
[34] 中外数学简史编写组.中国数学简史.济南:山东教育出版社,1986:71- 124