中学数学课堂提问对学生思维能力的培养.doc
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中学数学课堂提问对学生思维能力的培养
18000字 29页
目录
摘要........................................................................................................................................................................3
Abstract.................................................................................................................................................................4
引言 5
第一章 中学数学思维培养的必要性 6
1.1中学生数学思维培养的研究背景 6
1.2中学生数学思维培养的研究意义 6
第二章 中学生的数学思维能力培养特点 7
2.1中学生数学思维品质的特征 7
2.1.1数学思维具有广阔性 7
2.1.2数学思维具有灵活性 8
2.1.3数学思维具有敏捷性 8
2.1.4数学思维具有深刻性 9
2.1.5数学思维具有批判性 9
2.1.6数学思维具有目的性 10
2.1.7数学思维具有创造性 10
2.2中学生的数学思维的障碍 11
2.2.1数学思维的惰性 11
2.2.2数学思维的片面性 12
2.2.3数学思维的表面性 12
第三章 中学数学课堂提问的功能分析 13
3.1中学数学课堂提问的技巧 13
3.1.1把握提问时机 14
3.1.2正确选择提问内容 14
3.2 课堂提问的方式 16
3.2.1启发性提问 16
3.2.2铺垫性提问 17
3.2.3对比性提问 17
3.2.4理解性提问 18
3.2.5质疑性提问 18
3.2.6论证性提问 18
第四章 中学数学课堂提问对学生思维能力的培养途径 19
4.1开放性问题培养学生广阔性思维 20
4.2发散性问题培养学生灵活性思维 21
4.3导向性问题培养学生敏捷性思维 21
4.4矛盾性问题培养学生深刻性思维 22
4.5混淆性问题培养学生批判性思维 22
4.6诱思式提问培养学生目的性思维 23
4.7渐进式提问培养学生创造性思维 24
结论 25
致谢 26
参考文献 27
摘要：我国传统的教学模式特别是在数学教学上，容易滋生初中学生的思维惰性以及对数学学习的消极态度。这种教学情境下的学生很难养成良好的习惯以及多重特性的思维能力，不利于学生以后各方面发展的主动性，为使初中学生的各方面素质同步发展，特别是学生的数学思维。第一必须掌握初中学生思维能力以及素质的各种理论知识，通过这些理论知识以便老师从中了解学生的各种思维特征以及初中生容易产生的障碍和缺陷。通过这些研究出课堂提问与不同思维特性之间的对应关系，从而发现合适的培养途径，其次在数学教学中，一方面要注重学习过程另一方面要注重学生本身能力的培养；积极开展多种方式的课堂提问，启迪学生思维的创新性；设计存在多种解法的问题来提高学生数学思维的开放性和发散性。中学数学课堂上思维活动主要出现在解决问题的流程中，教师的课堂提问与中学生数学思维是紧密联系的，因为初中数学课堂提问是数学教学的中心问题，所以脱离课堂提问的数学思维是不存在的。因此，对于中学数学的课堂教学而言，教师设计问题需要从将要学习的新知识的不同角度出发，由浅入深地分层次的提问，最终才能达到理想的目的。在初中数学教育中课堂提问深刻影响学生的思维能力，课堂上的教师需要准确把握学生思维的培养方向，这样才能对学生思维能力的提高起作用。
关键词： 数学教学 课堂提问 思维能力 灵活性思维 类比性思维 批判性思维 创造性思维
Classroom questioning in middle school mathematics for cultivation of thinking ability of students
Abstract:China's traditional mode of teaching especially in the teaching of mathematics, it is easy to breed the junior middle school students thinking inertia and negative attitude towards mathematics learning.This kind of teaching students to form a good habit and multiple properties, thinking ability, is not conducive to the students' initiative after all aspects of development,For the junior high school students' qualities of synchronous development,Especially the students mathematical thinking.The first must grasp the thinking ability of middle school students and the quality of the various theoretical knowledge, these theoretical knowledge to the teacher to learn all kinds of thinking characteristics of students and junior high school students prone to defects and barriers.The corresponding relationship between these studies classroom questioning and different thinking characteristics,In order to find the suitable ways of training,Secondly, in mathematics teaching,One should pay attention to fostering learning process on the other hand, the students should pay attention to their ability;Actively carry out the classroom questioning in many ways,Innovation inspire students thinking;There are many problems in design method to improve the students' mathematical thinking of openness and divergent.The middle school mathematics classroom thinking activity occurred mainly in the problem solving process, teachers and students' mathematical thinking is closely linked, because the junior middle school mathematics classroom questioning is a central problem in mathematics teaching, mathematics thinking so out of classroom questioning is not exist.Therefore, the classroom teaching of middle school mathematics, different angles of new knowledge teachers design problems need to learn from the will of, From the shallower to the deeper level question, And ultimately to achieve the desired objective.
In the junior middle school mathematics education in classroom questioning deeply affected the thinking ability of students, classroom teachers need training direction accurately gras..
18000字 29页
目录
摘要........................................................................................................................................................................3
Abstract.................................................................................................................................................................4
引言 5
第一章 中学数学思维培养的必要性 6
1.1中学生数学思维培养的研究背景 6
1.2中学生数学思维培养的研究意义 6
第二章 中学生的数学思维能力培养特点 7
2.1中学生数学思维品质的特征 7
2.1.1数学思维具有广阔性 7
2.1.2数学思维具有灵活性 8
2.1.3数学思维具有敏捷性 8
2.1.4数学思维具有深刻性 9
2.1.5数学思维具有批判性 9
2.1.6数学思维具有目的性 10
2.1.7数学思维具有创造性 10
2.2中学生的数学思维的障碍 11
2.2.1数学思维的惰性 11
2.2.2数学思维的片面性 12
2.2.3数学思维的表面性 12
第三章 中学数学课堂提问的功能分析 13
3.1中学数学课堂提问的技巧 13
3.1.1把握提问时机 14
3.1.2正确选择提问内容 14
3.2 课堂提问的方式 16
3.2.1启发性提问 16
3.2.2铺垫性提问 17
3.2.3对比性提问 17
3.2.4理解性提问 18
3.2.5质疑性提问 18
3.2.6论证性提问 18
第四章 中学数学课堂提问对学生思维能力的培养途径 19
4.1开放性问题培养学生广阔性思维 20
4.2发散性问题培养学生灵活性思维 21
4.3导向性问题培养学生敏捷性思维 21
4.4矛盾性问题培养学生深刻性思维 22
4.5混淆性问题培养学生批判性思维 22
4.6诱思式提问培养学生目的性思维 23
4.7渐进式提问培养学生创造性思维 24
结论 25
致谢 26
参考文献 27
摘要：我国传统的教学模式特别是在数学教学上，容易滋生初中学生的思维惰性以及对数学学习的消极态度。这种教学情境下的学生很难养成良好的习惯以及多重特性的思维能力，不利于学生以后各方面发展的主动性，为使初中学生的各方面素质同步发展，特别是学生的数学思维。第一必须掌握初中学生思维能力以及素质的各种理论知识，通过这些理论知识以便老师从中了解学生的各种思维特征以及初中生容易产生的障碍和缺陷。通过这些研究出课堂提问与不同思维特性之间的对应关系，从而发现合适的培养途径，其次在数学教学中，一方面要注重学习过程另一方面要注重学生本身能力的培养；积极开展多种方式的课堂提问，启迪学生思维的创新性；设计存在多种解法的问题来提高学生数学思维的开放性和发散性。中学数学课堂上思维活动主要出现在解决问题的流程中，教师的课堂提问与中学生数学思维是紧密联系的，因为初中数学课堂提问是数学教学的中心问题，所以脱离课堂提问的数学思维是不存在的。因此，对于中学数学的课堂教学而言，教师设计问题需要从将要学习的新知识的不同角度出发，由浅入深地分层次的提问，最终才能达到理想的目的。在初中数学教育中课堂提问深刻影响学生的思维能力，课堂上的教师需要准确把握学生思维的培养方向，这样才能对学生思维能力的提高起作用。
关键词： 数学教学 课堂提问 思维能力 灵活性思维 类比性思维 批判性思维 创造性思维
Classroom questioning in middle school mathematics for cultivation of thinking ability of students
Abstract:China's traditional mode of teaching especially in the teaching of mathematics, it is easy to breed the junior middle school students thinking inertia and negative attitude towards mathematics learning.This kind of teaching students to form a good habit and multiple properties, thinking ability, is not conducive to the students' initiative after all aspects of development,For the junior high school students' qualities of synchronous development,Especially the students mathematical thinking.The first must grasp the thinking ability of middle school students and the quality of the various theoretical knowledge, these theoretical knowledge to the teacher to learn all kinds of thinking characteristics of students and junior high school students prone to defects and barriers.The corresponding relationship between these studies classroom questioning and different thinking characteristics,In order to find the suitable ways of training,Secondly, in mathematics teaching,One should pay attention to fostering learning process on the other hand, the students should pay attention to their ability;Actively carry out the classroom questioning in many ways,Innovation inspire students thinking;There are many problems in design method to improve the students' mathematical thinking of openness and divergent.The middle school mathematics classroom thinking activity occurred mainly in the problem solving process, teachers and students' mathematical thinking is closely linked, because the junior middle school mathematics classroom questioning is a central problem in mathematics teaching, mathematics thinking so out of classroom questioning is not exist.Therefore, the classroom teaching of middle school mathematics, different angles of new knowledge teachers design problems need to learn from the will of, From the shallower to the deeper level question, And ultimately to achieve the desired objective.
In the junior middle school mathematics education in classroom questioning deeply affected the thinking ability of students, classroom teachers need training direction accurately gras..
