初中数学分层合作教学的实践与思考学科教学数学专业论文.docxVIP

中文摘要一个班级中，学生的个体差异是客观存在的，实施九年义务教育后，因学生就近入学形 中文摘要 一个班级中，学生的个体差异是客观存在的，实施九年义务教育后，因学生就近入学形 成的个体差异更大。如何在初中数学教学中照顾学生的个体差异，使全体学生都能在原有基础 上得到最大限度的发展?实施班级授课条件下的分层合作教学是一种行之有效的策略。 本文阐述的分层合作教学以“合作教学论”和维果茨基“最近发展区理论”为基础，根 据教学过程最优化思想，改革教学组织形式和教学方法，立足学生的客观差异性和可能达到的 学习水平，把教学对象、教学目标、教学活动和教学评价层次化，其一般结构为：测试自纠、 预学质疑、导引新课、合作讨论、提问解析、练习反馈和课后辅导。其策略和操作形式是：隐 性分层、异质建组；结合学情，分层设标；合作学习，分层施教。其必要的保障措施有：学生 分层、目标分层、小组划分、作业分层、辅导分层、测试分层、评价分层。 实验研究的结果证明，分层合作教学有利于实现“教师中心”向“学生中心”的转化，有 利于满足不同层次水平学生的发展需要，较好地处理了面向全体和个性化发展之间的矛盾，在 促进学生学业成绩和学习兴趣明显提高的同时，也培养了他们的自学能力、合作交往能力和自 我发展能力，并且使师生关系、生生关系变得更为和谐。 关键词：分层教学；合作教学；初中数学：实验研究 AbstractIndividual Abstract Individual differences between students in one class have been proved to truly exist． How to take into consideration of the difference SO that each student could get development to the maximum extent based on their original basis has become a problem in mathematics teaching．I insist that it be an effective strategy to adopt graded teaching，that is，teaching according to students’different levels． Based on Blooms“mastery Learning”and Vygotskys“Zone of proximal development”， the thesis discussed the leveled and cooperated teaching in accordance with the optimized teaching ideas．It proposed that we should reform the teaching organization forms and methods and divide teaching objects，teaching aims and teaching activities into different levels on the basis of students’objective differences and potential learning levels．The teaching mode is like this：evaluate and make up；preview with certain purposes；present the topic；CO—operate and discuss；raise questions and fuYther explain；practice and feedback； research and aaj ust．The strategies and forms are-dividing students into different levels in secret and making various education backgrounds into one group；setting different aims to students at various levels；CO-operative learning and treating students of different levels differently．The necessary guarantee measures of leveled teaching are：graduation direction， level examination