论文标题:数学开放题及其教学
Open Problems of Mathematics and Its Teaching
论文作者 田鹏
论文导师 郭熙汉,论文学位 硕士,论文专业 数学课程与教学论
论文单位 华中师范大学,点击次数 200,论文页数 46页File Size1910k
2004-05-01论文网 http://www.lw23.com/lunwen_115236912/ 数学开放题,开放题教学,教学策略
open problems of mathematics;open problems teaching;teaching tactics
随着素质教育和创新教育的实施，数学开放题的研究逐渐成为数学教育研究的热点。数学开放题的教育价值已被越来越多的数学教师所认同，以数学开放题为载体的教学已成为实施素质教育的一个切入点。数学开放题教学体现了数学教育以问题解决为核心的思想，它是数学教学从传统的“传授知识”的权威模式，向以“激励学习”为特色的学生自主学习模式转变的明智的选择。 论文分五个部分。第一部分在分析国内外数学开放题研究状况的基础上，指出研究数学开放题如何进入日常教学将是进一步需要解决的问题。第二部分对“数学开放题”这一概念给出了描述性定义，并分析了数学开放题的特点及类型。第三部分首先剖析了当前数学教育中存在的若干问题，然后充分肯定了数学开放题的教育价值，认为数学教学有必要引入开放题。第四部分通过问卷及访谈等形式调查了数学开放题的教学情况，认为目前数学开放题教学情况不令人乐观，并分析了其中的四点原因：①中、高考的重要导向作用；②数学开放题教学没有固定的操作模式，要求教师具有较高的素质；③适合数学课堂教学的现成的开放题较少，而教师编制开放题的能力较差；④数学开放题教学要求教师要有开放式的教学观念，而大多数教师仍抱守旧有的教学观念。第五部分主要针对调查分析的原因②、③，提出数学开放题教学的三种策略：渗透策略、主体策略和元认知策略，并结合这三种策略，举出了数学开放题教学的案例。最后，本文指出了数学开放题教学应注意的三个问题，即数学开放题教学与开放式数学教学；数学开放题教学与落实“双基”；数学开放题教学与数学封闭题教学。
With the implementation of quality-oriented and innovation education, the research of open problems has gradually become hot in the process of mathematics education research. The education value of open problems has already been approved by more and more mathematics teachers, and the teaching taking open problems as carrier has become a breakthrough point in which implements quality-oriented education. The open problems teaching of mathematics has reflected that Problem solving is the central thought for mathematics education, and it is wise choice when mathematics teaching changes from traditional authoritative mode that "teach knowledge" to self-consciousness study mode that is characterized by "encouraging study".The paper is divided into five parts. On the basis of analyzing domestic and international research on open problems of mathematics, the first part points out that studying how open problems enter daily teaching will be further problem to be solved. The second part defines the concept "open problems of mathematics", and analyses its characteristics and types. The third part analyses several questions that exist in mathematics education at present, then fully affirms education value of open problems, and thinks mathematics teaching is necessary to introduce open problems. The fourth part investigates the teaching situation of open problems through the forms such as questionnaire and interview etc, believes the teaching situation of open problems is not optimistic at present, and analyses four reasons :(1)important guide effect of high school and college entrance examination ; (2)open problems teaching has no regular operation mode , and requires teacher has high quality ; (3) ready-made open problems that suit mathematics teaching is less , and teachers" ability to design open problems is relatively poor ; (4)open problems teaching requires teachers to have open teaching ideas , and most teachers still stick to pastteaching ideas . Toward the investigating and analyzing reasons (2),(3), the fifth part puts forward three kinds of tactics of open problems teaching of mathematics : permeating tactics ; subject tactics ; and meta-cognition tactics , and combines these three kinds of tactics and put out the case of open problems teaching of mathematics . Finally, this paper points out three questions which should be paid attention to in open problems teaching of mathematics, namely, open problems teaching of mathematics and open-approach mathematics teaching; open problems teaching of mathematics and performance of "two bases"; open problems teaching of mathematics and closed problems teaching of mathematics.
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