在高中数学教学中发展学生主体性的探索与实践

硕士学位论文在高中数学教学中发展学生主体性的探索与实践专业、方向:学科教学·数学申请学位类别:教育硕士申请人:指导教师:2006年2月Theexplorationandpracticeofstudents’independencedevelopmentinthecourseofmathematicsteachingADissertationSubmittedtotheGraduateSchoolofHenanNormalUniversityinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducation2006.2摘要本文从主体教育思想出发，阐述了学生主体性的含义、特征以及发展学生主体性的必要性，初步确定了学生主体性的发展目标，提出了主体教育观下高中数学课堂教学的主体性教学原则和教学策略，详细论述了数学课堂教学中如何发展学生的主体性，以及“以学生主体参与为前提，以问题解决为线索，以思维发展为核心”构建在数学课堂教学中发展学生主体性的教学程序：“创设情境，呈现问题；启发思维，解决问题；指导练习，深化提高”。它以发挥学生的主体性为教学基本点，以学生的活动为最基本的教学活动，打破了传统的教学结构，摆脱了以“教师为中心”的教学方式，目的是使学生成为学习的主人，成为现代社会所需要的具有进取意识和创新精神的行为主体。在课题研究中，对学生的学业成绩进行统计检验，对学生学习兴趣、态度、自主意识、学生课堂表现、课后完成探究任务情况等进行了调查分析。实验结果表明:高中数学学生主体性教学整体上唤醒了学生主动参与的意识，大面积提高了学生的数学学业成绩，对其他学科的学习产生了正迁移，并能有效地激发学生的学习兴趣，改善学习方法。关键词：学生；主体性；数学教学；教学程序AbstractProceedingfromthestudent–centerededucationthoughts,thearticlestatesthemeaning&featuresofthestudent–centerededucation,primarilydeterminesthedevelopinggoalofthestudent–centerededucation,andinviewofthestudent–centerededucationandadvancestheteachingprincipalandtheteachingstrategyofthestudent–centerededucationinmathematicsclassroomteachinginseniorschools.Thearticleexpoundshowtodevelopthestudent–centerededucationinmathematicsclassroomteaching.Basedonthetheoryofpresupposingstudents’participance,withproblem—solvingforcluesandwithdevelopingthinkingforcores,thearticlesetsuptheteachingprocessofthestudent–centerededucationinmathematicsclassroomteaching,thatis,establishingthesceneandpresentingproblems;inspiringthinkingandsolvingproblems;guidingpracticeanddeepeningandheighteningthinking.Makingthedevelopmentofthemainbodyofthestudentsthebasicteachingandmakingthestudents’activitiesthebasicteachingactivities,thestudent–centerededucationbreakthroughstheoldteachingstructureandbreakawayfromtheteacher–centeredteachingmethod,makingthestudentsthemainbodyoflearningandinturnmakingstudentsthemainbodyofpracticewithenterprisingconsciousnessandcreativespirit.Inthestudy,thearticlestatisticsesandanalysesthestudents’scoresandinvestigatesthestudent’learninginterestsandattitudes,theirindependenceconsciousnessandclassroomperformanceandtheirfulfillingthesearchingtasksoutofclass.Theexperimentresultindicates:thestudent–centerededucationinseniormathematicsteachingarousesthestudents’consciousnessofactiveparticipationonthewholeandraisesthestudents’mathematicsscoresvastly,havingagoodeffectonthelearningoftheothersubjects,efficaciouslystimulatingthestudentslearninginterestsandimprovingtheirlearningmethods.Keywords:student;mainbody;mathematicsteaching;teachingmodes目录第1章主体教育思想概论...................................................................11.1主体性教育思想的发展及实践...............................................................11.2主体性教育的内涵...................................................................................31.2.1主体和主体性....................................................................................31.2.2主体性教育........................................................................................41.3发展学生主体性的重要性与必要性.......................................................61.3.1时代发展的迫切要求........................................................................61.3.2当代和未来教育的主旨....................................................................71.3.3历代中外教育大家的共识................................................................81.3.4被实践检验了的真理........................................................................91.3.5对学生终身发展负责之必需............................................................91.3.6我国高中数学教育和普高学生现状的客观要求..........................10第2章高中数学主体性教学的理论探讨............................................112.1基本理论.................................................................................................112.1.1马克思关于人的全面发展学说......................................................112.1.2主体性教育的哲学观......................................................................112.1.3数学建构主义学习的有关理论......................................................112.1.4罗杰斯学习原则..............................................................................122.1.5波利亚的数学启发法......................................................................122.1.6.素质教育的创新观与数学素质教育观...........................................122.1.7教学过程最优化理论......................................................................132.2高中数学主体性教学的理论特征.........................................................132.2.1自主性..............................................................................................132.2.2能动性..............................................................................................142.2.3创造性..............................................................................................152.3数学教学中学生主体性培养的原则.....................................................172.3.1全面性发展原则..............................................................................172.3.2连续性发展原则..............................................................................192.3.3深刻性原则......................................................................................192.3