【作者】 张正；

【导师】 董伟；

【作者基本信息】 天津大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 随着高中数学课程改革的进行,高中数学作为一门基础学科,对于学生的数学素养和数学思维的培养,越来越受到我国教育工作者的重视。由于我国的高中数学教育受传统教育方式的影响很深,加上数学学科本身逻辑性很强,并且有些数学概念很抽象,因此高中数学的课程改革的进行并不是很理想。新的课程改革明确提出,在高中数学的教学中积极开展探究教学活动,注重培养学生自主探究的能力,学会利用探究和建模的能力去解决实际问题。然而,在教学实践中,探究式教学往往由于缺乏指导和支持而使得学生陷入被动和迷茫,教学形式僵化,学生的主动性和积极性得不到有效的发挥,从而达不到预想的教学效果。SPOC作为一种新的课程教学实现形式,可以实现让探究课程的设置更灵活有趣,使探究教学的开展充满趣味性,并对学生的探究过程进行追踪,提高学生对探究学习的主动性和积极性。基于此,本研究将SPOC引入高中数学探究教学中,为数学探究教学提供更好的实现方式,根据教学的要求利用学习通教学平台来实现基于SPOC的探究式教学,利用学习通将教师创设的问题以更灵活的形式展示给学生,引导学生进行自主探究学习,在小组协作交流以及探究过程中提供更好的支持,让学生体验完整的探究过程。本文的主要工作包括:首先分析梳理了SPOC和探究式教学的研究现状和相关概念并对建构主义学习理论、协作学习理论以及混合学习理论进行了总结。其次,通过问卷调查和访谈的方式对目前高中数学探究教学现状进行了深入了解,并结合SPOC的特点,再对教学目标、探究内容、教学方法以及教学评价等要素分析的基础上构建了教学模式,之后,根据此教学模式对教学活动过程的各个阶段进行了具体的设计。最后是教学实践,将设计的教学活动进行课堂的教学实践,分别设置对照班和实验班,根据探究学习的兴趣与态度调查问卷以及师生的访谈等多种方式来验证构建的教学模式的有效性。研究结果表明,构建的教学模式能够提高学生的自主探究学习能力,学生在探究学习的过程中培养数学思维概括、认知信息加工等能力,除此之外,能够帮助教师利用信息技术有效组织探究教学活动,提高教师的教学效率,帮助学生学会利用工具辅助自己的数学探究学习。更多还原

【Abstract】 With the reform of high school mathematics curriculum,high school mathematics,as a basic subject,pays more and more attention to educators in my country for the cultivation of students’ mathematical literacy and mathematical thinking.Since the high school mathematics education in China has been deeply influenced by traditional education methods for a long time,plus the mathematics itself is very logical,and some mathematics concepts are very abstract,the curriculum reform of high school mathematics is not very ideal.For the new curriculum standards And the goal of cultivating students proposed by the new era has not been achieved well.The new curriculum reform clearly proposes that in the study of high school mathematics,we must pay more attention to cultivating the spirit of independent inquiry of students,adapt to the requirements of the times,learn the ability of inquiry and modeling to solve practical problems,and actively carry out inquiry teaching activities.However,in teaching practice,inquiry-based teaching often leads students to be passive and confused due to lack of guidance and support.The teaching form is rigid,and the initiative and enthusiasm of students cannot be effectively exerted,thus failing to achieve the expected teaching effect.As a creative problem-solving method,SPOC can make the implementation of inquiry teaching better and full of fun.It can help students connect the knowledge they have learned with the problems in the real situation,promote learning with demand,and improve students.Knowledge application ability.Based on this,this study introduces SPOC into the inquiry teaching of high school mathematics,provides support for the implementation of inquiry teaching,guides students to discover and solve problems,and improves the application ability of information technology tools.The main work of this paper includes: firstly analyze and comb the research status and related concepts of SPOC and inquiry teaching,and summarize the constructivist learning theory,collaborative learning theory and mixed learning theory.Secondly,through questionnaire surveys and interviews,we have a deep understanding of the current status of high school mathematics inquiry teaching,combined with the characteristics of SPOC,and then based on the analysis of teaching objectives,inquiry content,teaching methods and teaching evaluation and other factors to build a teaching model Afterwards,according to this teaching mode,each stage of the teaching activity process was specifically designed.Finally,the teaching practice,the designed teaching activities will be carried out in the classroom teaching practice,setting up a control class and an experimental class respectively,and verifying the effectiveness of the constructed teaching model based on a variety of methods such as the inquiry and interest survey questionnaires and teacher-student interviews.Sex.The research results show that the constructed teaching model can increase students’ interest in inquiry learning,and can effectively display students’ creativity and cooperation consciousness.In addition,it can help teachers effectively organize inquiry teaching activities and improve teachers’ teaching efficiency.更多还原