初中数学作业批改和讲评的有效性研究教学(数学)专业论文.docxVIP

摘要 摘要 作业是课堂教学的延续，是数学教学必不可少的重要环节．作业既是反馈、调控教 学过程的实践活动，也是在教师的指导下，由学生独立运用和亲自体验知识、技能的教 育过程．而数学作业的有效批改和有效讲评，能使师生双方及时接受正确的信息，加快 信息反馈的速度． 但是在现实中教师批改作业基本上是全批全改，占据了教师的大部分时间．教师只 有从作业堆中解放出来，才有更多的精力、时间去研究学生、研究教材、研究学法与教 法．现实中作业的讲评基本上是教师一堂言，讲评方式单一，这样会逐渐抹杀了学生学 习数学的热情．因此本文研究的问题是就目前作业批改和讲评存在的问题，如何提高作 业批改与讲评的有效性． 本课题以建构主义理论、元认知理论、最近发展区理论和认知诊断理论作为理论基 础，结合多年初中数学经验，利用问卷调查、阅读文献和教学实践相结合的研究方法， 就传统初中数学作业批改、讲评方面存在的问题及其应对的有效措施进行研究． 本文通过问卷调查发现，初中数学作业批改和讲评方面存在很多的问题，主要原因 在于教师对待作业批改和讲评还处于传统的观念中．因此，为了改变作业批改和讲评的 现状，本文给出了提高作业批改的有效策略：适当把批改作业的权力还给学生、精细批 改、引入符号和批语批改等；同时针对问卷调查中作业讲评存在的一些问题，本文从改 善数学概念题作业讲评的有效教学设计、改善数学原理题作业讲评的有效教学设计、改 善数学基本技能题作业讲评的有效教学设计和改善数学综合题即问题解决题作业讲评 的教学设计四个方面来采取相应的措施． 关键词：初中数学；作业批改；作业讲评；有效策略；教学设计 闽南师范大学教育硕士学位论文 Abstract Abstract Homework, as an extension of class-learning, is an important part of mathematics instruction. Doing homework is not only the practice to feedback information to and control the process of teaching, but also the educational process in which students independently use and personally experience knowledge and skills under the guidance of teacher. Thus effective correcting and comment on mathematical homework can make both teacher and students receive right information promptly and accelerate the speed of information feedback. In fact, most of teachers cost a lot of time to correct all of students’ homework. Only when teachers liberate from the heavy work, they could have more energy and time to study students, teaching materials, learning methods and teaching methods. Moreover, commenting homework is mainly teacher’s one-man show. The single teaching mode gradually strangles the students’ enthusiasm for learning mathematics. Therefore, the research themes of this paper is to explore various issues in teacher’s work of correcting and commenting on students’ homework in junior mid-school ,and find some strategies to improve the efficiency of their work. This paper takes the theory of constructivism, meta-cognition, zone of proximal development and cognitive diagnost