【正文】 貴陽(yáng)學(xué)院畢業(yè)論文 4 第二章 數(shù)學(xué)問(wèn)題解決教學(xué)概述 數(shù)學(xué)問(wèn)題 數(shù)學(xué)問(wèn)題的含義 數(shù)學(xué)問(wèn)題的含義目前有三類說(shuō)法：數(shù)學(xué)問(wèn)題是一種情景；數(shù)學(xué)問(wèn)題是一種集合；數(shù)學(xué)問(wèn)題是一種系統(tǒng)。 創(chuàng)新之處 第一， 收集以 一線教師的課堂教學(xué)為切入點(diǎn)，除了明確解題策略外，更加注重對(duì)解題的教學(xué)方式、手段在教育教學(xué)過(guò)程的運(yùn)用。再次，數(shù)學(xué)問(wèn)題解決是評(píng)價(jià)數(shù)學(xué)能力必不可少的因素之一。問(wèn)題解決是一種認(rèn)識(shí)活動(dòng)，是對(duì)概念、定理的繼續(xù)學(xué)習(xí)，是對(duì)方法的繼續(xù)熟練，而不是對(duì)數(shù)學(xué)規(guī)則的簡(jiǎn)單重復(fù)或生硬的執(zhí)行。 第二，在高中函數(shù)的教學(xué)中實(shí)施問(wèn)題解決教學(xué)策略，提高學(xué)生解決問(wèn)題的能力并促進(jìn)其數(shù)學(xué)邏輯思維的 發(fā)展。我國(guó)的數(shù)學(xué)教學(xué)大綱對(duì)問(wèn)題解決有明確的要求與界定，在過(guò)去的大綱中就提出 “逐步形成運(yùn)用知 識(shí)來(lái)分析問(wèn)題和解決問(wèn)題的能力”，后來(lái)又修訂為“能運(yùn)用所學(xué)知識(shí)解決簡(jiǎn)單實(shí)際問(wèn)題，逐步培養(yǎng)分析問(wèn)題和解決問(wèn)題的能力，形成用數(shù)學(xué)的意識(shí)”。 第四章 啟示 ....................................................................................... 錯(cuò)誤 !未定義書簽。 Teaching Strategy 貴陽(yáng)學(xué)院畢業(yè)論文 目 錄 摘要 .................................................................................................................................... II Abstract.................................................................................................... 錯(cuò)誤 !未定義書簽。首先，闡述高中數(shù)學(xué)問(wèn)題解決，尤其是函數(shù)內(nèi)容教學(xué)研究的意義及目的，研究思路與方法，及創(chuàng)新之處。 關(guān)鍵詞 : 高中函數(shù)；問(wèn)題解決；教學(xué)策略 貴陽(yáng)學(xué)院畢業(yè)論文 ABSTRACT This article mainly aims at the problems of function mathematics classroom teaching problem in high school, with many years teaching experience as the foundation, the teaching on the classroom problem solving teaching strategies. First of all, the article illustrates mathematics problem solving teaching research meaning and purpose in the middle school, at home and abroad were reviewed about problem solving teaching research, explain the research ideas and methods, and puts forward the innovation place. Secondly, the function problem solving teaching related concept definition, put forward to effective problem solving mathematics classroom, teaching strategies provide theoretical foundation and basis. Again, from a line teacher mathematics classroom instruction, will mathematics classroom is divided into concept class, the theorem class and activity of respectively of mathematical problem solving teaching is expounded, with specific cases as the backing, according to different types of classroom, summarizes the teaching emphasis, put forward to different types of mathematics classroom problem solving teaching strategies. Finally, explain the teaching method and function problem solving teaching relations. In math class, teaching content is the carrier of class, theteaching method is an important factor to determine the success of the class. Problem solving teaching should not only the traditional teaching method, more to be found in teaching and multimedia teaching. Based on the teaching method as the breakthrough point, focus on function problem solving in the process of teaching should use different of teaching methods, in order to achieved better teaching effect. The research of solving function mathematical teaching problem in high school, aims to help students learn more mathematics knowledge, grasp the general method of solving math problems, strengthen students39。 第三節(jié) 三角中的函數(shù)思想 ....................................................... 錯(cuò)誤 !未定義書簽。數(shù)學(xué) 離不開問(wèn)題解決，研究數(shù)學(xué)的過(guò)程就是解決問(wèn)題的過(guò)程，數(shù)學(xué)研究的成果也都是用問(wèn)題及其解決的形式來(lái)記錄的。 ① 以數(shù)學(xué)為內(nèi)容，或者雖不以數(shù)學(xué)為內(nèi)容，但必須運(yùn)用數(shù)學(xué)概念、理論或方法才能解決 的問(wèn)題稱為數(shù)學(xué)問(wèn)題。另外，數(shù)學(xué)問(wèn)題解決，尤其是函數(shù)問(wèn)題，可以促進(jìn)學(xué)生的數(shù)學(xué)邏輯思維的發(fā)展。概念的生成、定理的理解、技能的熟練、方法的掌握、能力的發(fā)展、數(shù)學(xué)語(yǔ)言的熟悉、數(shù)學(xué)思想的領(lǐng)悟、數(shù)學(xué)意識(shí)的形成、數(shù)學(xué)文化的積淀等，都離不開數(shù)學(xué)問(wèn)題實(shí)踐活動(dòng)。數(shù)學(xué)思想方法起源于實(shí)踐活動(dòng)，它是伴隨著數(shù)學(xué)問(wèn)題的解決而產(chǎn)生的。文獻(xiàn)研究法是從文獻(xiàn)中查找出所需情報(bào)的一種方法和程序。 ② 由此，得知對(duì)數(shù)學(xué)問(wèn)題的探討即是研究某個(gè)數(shù)學(xué)問(wèn)題系統(tǒng)中的不可知元素、元素的性質(zhì)或者元素之間的關(guān)系。 數(shù)學(xué)問(wèn)題的特征 在研究數(shù)學(xué)問(wèn)題之前，首先需要明確數(shù)學(xué)問(wèn)題是怎樣的，有何明顯的特征。某個(gè)數(shù)學(xué)問(wèn)題的解決能夠解決一類數(shù)學(xué)難題或者是其他學(xué)科以及生活中的一些問(wèn)題。 數(shù)學(xué)問(wèn)題解決 數(shù)學(xué)問(wèn)題解決的含義 明確數(shù)學(xué)問(wèn)題解決的含義，首先要理解問(wèn)題解決。 ① 將“數(shù)學(xué)問(wèn)題解決”看成一種技能，是從方法的角度說(shuō)明數(shù)學(xué)問(wèn)題解決的。從范圍上看，數(shù)學(xué)問(wèn)題解決的范圍更為廣闊。 貴陽(yáng)學(xué)院畢業(yè)論文 6 第 3 章 問(wèn)題解決在高中函數(shù)問(wèn)題中的應(yīng)用 在不同類型的課堂中有不同的數(shù)學(xué)問(wèn)題需要解決，雖然每一個(gè)問(wèn)題都有其自身 的獨(dú)特性，但在一類課堂中的數(shù)學(xué)問(wèn)題有其共同的特征 ，對(duì)于不同的教學(xué)內(nèi)容，教 師也要適當(dāng)采用不同的教學(xué)方法。 函數(shù)概念課中的問(wèn)題解決的教學(xué) 從必要的角度說(shuō)，該概念具有定義中陳述的性質(zhì)，如，明確某曲線是拋物線之后，可以知道該曲線的函數(shù)表達(dá)式是二次函數(shù)，拋物線上的一點(diǎn)到焦點(diǎn)的距離與到準(zhǔn)線的距離相等。了解概念的外延，就是清楚概念在整個(gè)知識(shí)體系中的地位、作用以及與其他知識(shí)之間的關(guān)系，便于綜合應(yīng)用函數(shù)概念的處理和解決相應(yīng)的數(shù)學(xué)問(wèn)題。由于高中課程量大，課時(shí)少，教師通常忙于講授具體知識(shí)和忽略數(shù)學(xué)史知識(shí)的講解，導(dǎo)致學(xué)生不清晰概念的由來(lái)及應(yīng)用。筆者經(jīng)過(guò)多年的高中數(shù)學(xué)教學(xué)，與學(xué)生交流和總結(jié)，得出以下幾類較為常見的函數(shù)概念問(wèn)題的類型。對(duì)不同函數(shù)概念的整體結(jié)構(gòu)以及概念之間的關(guān)系進(jìn)行考察。 。 、定理的推導(dǎo)思路與過(guò)程。但是強(qiáng)調(diào)記憶，并不是一定要死記硬背，需要學(xué)生在理解和掌握這些公式的基礎(chǔ)上，理清思路，進(jìn)行公式或定理之間的相互推導(dǎo)，將學(xué)過(guò)的數(shù)學(xué)公式按照知內(nèi)蒙古師范大學(xué)碩士專業(yè)學(xué)位論文 識(shí)體系、運(yùn)用方法、解題范圍等方面進(jìn)行歸類 、總結(jié)的基礎(chǔ)上記憶。這類問(wèn)題難度較小，通常是出現(xiàn)在初學(xué)階段，旨在考察學(xué)生對(duì)公式和定理的記憶與了解情況。在活動(dòng)課問(wèn)題解決的教學(xué)過(guò)程中，教師可采取如下策略： 主題。對(duì)運(yùn)用不同方法 得出的答案的小組，教師要及時(shí)予以肯定，支持學(xué)生思維的發(fā)散性和方法的多樣性 。 其次，教師要指導(dǎo)學(xué)生學(xué)會(huì)審視函數(shù)問(wèn)題，教會(huì)學(xué)生正確地表征問(wèn)題。當(dāng)然，必要時(shí)需要對(duì)橋梁進(jìn)行改裝，既改變方法，還要結(jié)合問(wèn)題更改策略。函數(shù)解決問(wèn)題之后，教師要讓學(xué)生總結(jié)和反思。函數(shù)解決問(wèn)題之后，教師要讓學(xué)生總結(jié)和反思。 29 參考文獻(xiàn) 貴陽(yáng)學(xué)院畢業(yè)論文 13 為你提供優(yōu)秀的畢業(yè)論文參考資料，請(qǐng)您刪除以下內(nèi)容， O(∩ _∩ )O 謝謝?。?！ A large group of tea merchants on camels and horses from Northwest China39。s villages and entertain nomadic families, but their fame has spread around the world. On May 16 and 17, nearly 100 singers and dancers from the troupe performed at Beijing39。ve not yet read it, I strongly encourage you to do so. In this essay, the venerable Emerson talks about eschewing the trappings of society and finding one39。 names and figuring out what to do with them for the brief time each week that I stand in front of them. I do not consider the challenges of learning to live here part of a purposeful life. I consider those issues existential in nature. One of the problems with my life in America was that I felt it had no purpose. I went to work every day and even did what I could to make my c。s to e and recapping the key points. This device, not used in the original, is culturally understandable but artistically mediocre. What puzzles me is the two new songs for the opening and end credits. They were written in English, but sung by Chinese with an unfortable accent. They were obviously designed to appeal to an Englishspeaking base, but do not jibe with the Chinese dialogue. Speaking of the dialogue, the English translation, picked apart by some Chinese,