【作者】 徐涛；

【导师】 唐猛；

【作者基本信息】 云南大学 ， 现代教育技术， 2016， 硕士

【副题名】以促进学生对余角及补角概念理解为例

【摘要】 自2001年国务院颁布《国务院关于基础教育改革与发展的决定》(国发[2001]21号)提出,要培养学生的分析、发现以及解决问题的能力,并要求重视思维的训练,教育界引发了一场对学生思维训练的探讨,发现数学对思维训练具有最广泛的实用性,而理解无疑是包括数学在内各个学科学习的基础,本文以数学为例,通过文献研究,发现学生对数学概念理解的认知特点以及教师对概念理解教学中存在的问题,从变式练习,这一促进学生对概念理解的有效方式出发,结合当前教育教学中提倡信息技术与课程整合的发展趋势,从众多在此趋势下,应运而生的有助于学习的多媒体技术平台中,选择其产物——多媒体益智互动测试平台,它具有对学生思维过程和做题策略的优化功能,以及为变式练习提供实施平台独特优势,因此,本文在该平台支持下,从理论方面研究学生对概念的理解模式,设计变式问题空间,以响应2016年《地平线报告》描绘的中长期要重新设计学习空间,转向深度学习途径的要求,展开本论文研究。本研究内容如下：在第一章绪论,给出选题背景以相关研究综述、论文研究内容、思路以及研究方法、论文组织结构。第二章从理论出发,首先,对变式练习支撑理论变式理论进行了说明,其次,对变式问题空间设计理论包括：“概念理解模型的理论依据梅耶的信息加工模型、知识点划分依据奥苏伯尔三种学习观进行了系统阐述,对变式练习教学实施理论——掌握学习理论给出介绍。最后,对概念理解以及变式练习的概念进行了界定。第三章主要探讨了中学生对概念认知理解情况分析并结合信息平台特点,给出信息平台变式设计原则以及变式具体设计思路以及图示,最后给出基于信息技术平台变式问题空间设计模式；第四章给出基于信息平台的教学设计,以《余角与补角》概念知识,给出变式设计例子。第五章以初一数学《余角与补角》概念理解巩固课为例,在掌握理论下开展基于平台的变式练习的具体实施方案,在促进学生对概念理解的基础上,训练学生思维能力,自主构建知识的能力,同时为一线教师提供借助信息平台,变式的设计方式以及信息技术与课程整合的教学思路。更多还原

【Abstract】 The "State Council on the reform and development of basic education decision" which was issued by the State Council (in [2001]21 number) proposed that it is necessary to cultivate students’ ability to analysis and the ability to discover and solve the problem, and ask the importance of thinking training. The education sector has initiated a discussion on students’ thinking training.They found that mathematical has the most practicability for the training of thinking and understanding is the basis of various disciplines which is also including mathematics.This article took mathematical as an example and through literature research to find the cognitive characteristics of students on the understanding of mathematical concepts and the problems of teachers which has existed in concept understanding teaching.It was beginning with the variable practice which is an effective way to promote students to understand the concept, and combining with the current trend which has proposed the information technology and the integration of curriculum in teaching to choose the product-multimedia educational test and interactive platform which conduces to multimedia learning from many trend.It had the function of optimization of the students’ thinking process and some strategies, while providing a platform for the variable practice which is the unique advantage.Therefore, under the support of the information technology platform, this paper studied the understanding mode of students on concept from the academic aspect and designs a variable type problem space to response one of the six major trends, from redesigning the long-term learning space to deep learning approach, which was dipicted in the horizon report in 2016 (Higher Education Edition) to expand this paper research. The specific research contents of this paper were as follows:The first chapter was the introduction, which gave a summary of the research background, research contents, ideas and research methods, and the organization structure of the thesis. In the second chapter, it explained the theory of variable practice support theory and described the variant problem space design theory which including "Meyer the theoretical basis for the concept model of information processing model, knowledge division on the basis of, Ausubel three learning concept and introduced the variable type practice teaching theory to master learning theory. Then, it was defined the concept of conceptual understanding and the concept of variable practice.The third chapter mainly discussed cognitive concept understanding analysis of the middle school student, and combining with the characteristics of the information platform to give design principles and specific design ideas and graphics of variable information platform in order to type the problem space design mode based on information technology platform. In the forth chapter, we proposed a design of teaching based on information platform and focusing on Teaching in the content section, on the knowledge of "complementary and supplementary" concept, then gives examples of design.In the fifth chapter, it illustrated by the example of the concept of junior high school mathematics in the complement and the supplementary understanding consolidate lessons to carry out variable practice of the specific implementation plan and the practice effect which based on information technology platform on the premise that master theory. It was based on promoting students understanding of the concepts to train students’ ability of thinking, self-building knowledge and it also provided the information platform and design methods and the integration of information technology and curriculum teaching ideas for teachers.更多还原