中學(xué)數(shù)學(xué)課堂提問對學(xué)生思維能力的培養(yǎng)

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目錄
摘要........................................................................................................................................................................3
Abstract.................................................................................................................................................................4
引言 5
第一章 中學(xué)數(shù)學(xué)思維培養(yǎng)的必要性 6
1.1中學(xué)生數(shù)學(xué)思維培養(yǎng)的研究背景 6
1.2中學(xué)生數(shù)學(xué)思維培養(yǎng)的研究意義 6
第二章 中學(xué)生的數(shù)學(xué)思維能力培養(yǎng)特點(diǎn) 7
2.1中學(xué)生數(shù)學(xué)思維品質(zhì)的特征 7
2.1.1數(shù)學(xué)思維具有廣闊性 7
2.1.2數(shù)學(xué)思維具有靈活性 8
2.1.3數(shù)學(xué)思維具有敏捷性 8
2.1.4數(shù)學(xué)思維具有深刻性 9
2.1.5數(shù)學(xué)思維具有批判性 9
2.1.6數(shù)學(xué)思維具有目的性 10
2.1.7數(shù)學(xué)思維具有創(chuàng)造性 10
2.2中學(xué)生的數(shù)學(xué)思維的障礙 11
2.2.1數(shù)學(xué)思維的惰性 11
2.2.2數(shù)學(xué)思維的片面性 12
2.2.3數(shù)學(xué)思維的表面性 12
第三章 中學(xué)數(shù)學(xué)課堂提問的功能分析 13
3.1中學(xué)數(shù)學(xué)課堂提問的技巧 13
3.1.1把握提問時機(jī) 14
3.1.2正確選擇提問內(nèi)容 14
3.2 課堂提問的方式 16
3.2.1啟發(fā)性提問 16
3.2.2鋪墊性提問 17
3.2.3對比性提問 17
3.2.4理解性提問 18
3.2.5質(zhì)疑性提問 18
3.2.6論證性提問 18
第四章 中學(xué)數(shù)學(xué)課堂提問對學(xué)生思維能力的培養(yǎng)途徑 19
4.1開放性問題培養(yǎng)學(xué)生廣闊性思維 20
4.2發(fā)散性問題培養(yǎng)學(xué)生靈活性思維 21
4.3導(dǎo)向性問題培養(yǎng)學(xué)生敏捷性思維 21
4.4矛盾性問題培養(yǎng)學(xué)生深刻性思維 22
4.5混淆性問題培養(yǎng)學(xué)生批判性思維 22
4.6誘思式提問培養(yǎng)學(xué)生目的性思維 23
4.7漸進(jìn)式提問培養(yǎng)學(xué)生創(chuàng)造性思維 24
結(jié)論 25
致謝 26
參考文獻(xiàn) 27



摘要：我國傳統(tǒng)的教學(xué)模式特別是在數(shù)學(xué)教學(xué)上，容易滋生初中學(xué)生的思維惰性以及對數(shù)學(xué)學(xué)習(xí)的消極態(tài)度。這種教學(xué)情境下的學(xué)生很難養(yǎng)成良好的習(xí)慣以及多重特性的思維能力，不利于學(xué)生以后各方面發(fā)展的主動性，為使初中學(xué)生的各方面素質(zhì)同步發(fā)展，特別是學(xué)生的數(shù)學(xué)思維。第一必須掌握初中學(xué)生思維能力以及素質(zhì)的各種理論知識，通過這些理論知識以便老師從中了解學(xué)生的各種思維特征以及初中生容易產(chǎn)生的障礙和缺陷。通過這些研究出課堂提問與不同思維特性之間的對應(yīng)關(guān)系，從而發(fā)現(xiàn)合適的培養(yǎng)途徑，其次在數(shù)學(xué)教學(xué)中，一方面要注重學(xué)習(xí)過程另一方面要注重學(xué)生本身能力的培養(yǎng)；積極開展多種方式的課堂提問，啟迪學(xué)生思維的創(chuàng)新性；設(shè)計存在多種解法的問題來提高學(xué)生數(shù)學(xué)思維的開放性和發(fā)散性。中學(xué)數(shù)學(xué)課堂上思維活動主要出現(xiàn)在解決問題的流程中，教師的課堂提問與中學(xué)生數(shù)學(xué)思維是緊密聯(lián)系的，因?yàn)槌踔袛?shù)學(xué)課堂提問是數(shù)學(xué)教學(xué)的中心問題，所以脫離課堂提問的數(shù)學(xué)思維是不存在的。因此，對于中學(xué)數(shù)學(xué)的課堂教學(xué)而言，教師設(shè)計問題需要從將要學(xué)習(xí)的新知識的不同角度出發(fā)，由淺入深地分層次的提問，最終才能達(dá)到理想的目的。在初中數(shù)學(xué)教育中課堂提問深刻影響學(xué)生的思維能力，課堂上的教師需要準(zhǔn)確把握學(xué)生思維的培養(yǎng)方向，這樣才能對學(xué)生思維能力的提高起作用。

關(guān)鍵詞： 數(shù)學(xué)教學(xué) 課堂提問 思維能力 靈活性思維 類比性思維 批判性思維 創(chuàng)造性思維

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..