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圆锥曲线作为高中数学教材中一个承上启下的关键点，是为那些希望在人文、社会科学等方面发展的学生而设置，该板块的学习必须以必修课程为基础，同时选修系列3、系列4某些专题的开设需以之为前提。数学是一门综合性很强的学科，它既包含了抽象的学术理论，实践性也很强，跟日常生活紧密相关。因此，其教学难度相对于其他科目也更加困难，尤其是高中数学圆锥曲线部分的教学，由于抽象性强，对学生的数学思维、理解能力等综合素质提出更高的要求，所以，在教学过程中学生不容易理解和把握，教师在教学过程中也产生了一些困惑，如何教、教到何程度等一系列问题对教师的教学造成了困难，对于数学教学质量的提高也产生了一定的影响。圆锥曲线在高考数学中占有一定的比重，该方面的研究对教师的教学有很好的促进作用，作为年轻教师，对其的研究更是势在必行。 本文在已有研究的基础上，以个人教学经历为基础，通过对相关文献的阅读和收集，编写了符合研究主题的测试试卷对学生进行测试调查，并对在测试结果中出现典型错误的学生进行了访谈，调查研究了学生在学习圆锥曲线部分的错题原因，并提出相应的对策。 本文共分为五部分： 第一部分是引言：主要介绍研究背景，如圆锥曲线学习的重要性和高考对圆锥曲线部分的要求。再结合自身的教学经验，对学生学习圆锥曲线和教师的教学现状作分析，进而提出本文的研究问题和研究意义。 第二部分是文献综述：主要是对国内外关于函圆锥曲线的研究情况做整理，对本文的相关概念做描述。 第三部分是圆锥曲线解题的错因调查及分析：该板块是研究的重点内容，它对调查的结果做了详细的分析，将学生的圆锥曲线解题错误原因进行了分类整理：（1）对于定义，重记忆、轻理解；（2）不善于结合几何性质处理问题；（3）运算能力差，“整体”求解意识弱；（4）直线与圆锥曲线的问题解题模式不熟练；（5）不会特殊化解决问题；（6）知识的灵活运用、迁移困难。 第四部分是避免高中生出现典型错误的解决策略：主要是根据第三部分的研究结果提出了相应的策略，包括以下四点：（1）加强曲线定义的教学，重视概念的生成；（2）加强对数学语言之间转换能力的培养，重视运算能力的教学；（3）加强对知识的组织分类记忆、辨别使用的教学；（4）加强知识联系，培养学生知识整合能力；（5）在教学中注意渗透数学思想，加强学生的数学能力。 第五部分是研究总结、不足与展望：主要对本研究的研究结论做了简单的总结，然后指出本研究的不足之处，以便广大读者能正确地看待本研究的结论。最后笔者提出了对今后的研究方向和目标。 本文希望可以为广大的一线教育工作者提供有价值的教学参考资料，也期望广大的教师同仁能够加入到对函数的教学研究工作中来，共同帮助学生更好地学习圆锥曲线。 |
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clearsky7228
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88journey: 任务赏金+1, 翻译EPI+1, 谢谢 2016-10-18 12:24:37
88journey: 任务赏金+1, 翻译EPI+1, 谢谢 2016-10-18 12:24:37
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As a key point of connecting link in the high school mathematics textbook, conic curve is set for those students who wish to develop in the fields of humanities, social sciences and other aspects. The learning of this plate must be based on compulsory courses and is the premise for some topics of elective Series 3/Series 4. Mathematics is a comprehensive discipline obviously. It contains abstract academic theory, practicality and closely related with daily life. Therefore, the teaching is also more difficult comparing to other subjects. Especially for the teaching of conical curve part in high school mathematics, due to the strongly abstract, it put forward higher requirements to the students on mathematical thinking, comprehension ability. It is difficult for the middle school students to understand and grasp and the teachers have some confusion in the teaching process. How to teach and teach where have caused the difficulties to the teachers' teaching and have a certain influence on the improvement of the mathematics teaching quality. Conic curve occupies a certain proportion in the mathematics college entrance examination. The study of conic curve has a very good role in promoting to the teacher's teaching. As a young teacher, the research is more imperative. On the basis of the existing research, based on the personal teaching experience, through the reading and collecting of the relevant literature, students have been tested by the test paper which conforms to the research topic, and the students who have typical errors in the test results have been interviewed to the causes of the students' mistakes in the conic curve section. The corresponding countermeasures are put forward. This paper is divided into five parts: The first part introduces the background of the research, such as the importance of conic learning and the requirements of the conical part of the college entrance examination. Combined with teaching experience, learning status of students and teaching status of teachers for the conic curve are analyzed and then the research issues and research significance are given. The second part is the literature review: mainly on the sorting of domestic and foreign research on the function of the conic curve, and the description of the relevant concepts in this article The third part is the investigation and analysis of the cause of mistake of the conic curve tested questions. The section is the main content of the study, which makes a detailed analysis of the results of the survey, and classifies the students' conic problems: (1) for the definition, heavy memory, light understanding; (2) not good at dealing with the problem combining geometric properties;(3) poor computing power, "overall" weak sense of solution; for definition with only poor computing power, weak sense of solution for "the whole"; (4) straight line and conical curve problem-solving model is not proficient; (5) will not be special to solve the problem; (6) difficulty for the flexible use of knowledge and migration. The fourth part is the strategy to avoid the typical mistakes of high school students: based on the results of the third part, strategies are proposed, including the following four points: (1) to strengthen the teaching of curve definition, pay attention to the generation of concept; (2) to strengthen the ability to transform the mathematical languages, emphasis the teaching on computing ability; (3) to strengthen the organization and classification and memory distinguish of knowledge; (4) to strengthen the link of knowledge, to cultivate students' ability to integrate knowledge; (5) to infiltrate the mathematical thinking in the teaching, and strengthen the students' mathematical ability. The fifth part is the research summary, the deficiency and the prospect: mainly summarize the conclusion of this research, then point out the shortcomings of this research, so that the readers can correctly treat the conclusion of this study. Finally, the author puts forward the future research direction and goal. Hope this paper will provide valuable teaching reference materials for the first-line educators, and look forward to that the teachers can join the teaching research work of the function, and help the students to learn the conic curve better. |
8楼2016-09-27 15:58:26
刘晓倩
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Conic curve as a key point of connecting high school mathematics textbooks, for those who hope in the humanities, social sciences and other aspects of the development of the students and set the plate of the learners must take compulsory courses based on Elective Series 3, series 4 to open certain topics with the precondition of mathematics is a comprehensive. A strong discipline, which includes both the abstract academic theory, practice is also very strong, closely related to daily life. Therefore, the difficulty of teaching relative to other subjects also more difficult, especially in the high school mathematics teaching conic section, the abstract, mathematical thinking of students' comprehensive quality, understanding the ability. A higher demand, therefore, in the process of teaching students to grasp and understand, teachers in the teaching process has created some confusion, how to teach, teach to what degree a series of problems such as the teaching of teachers is difficult, for improve the quality of mathematics teaching have a certain influence. Conic share a certain proportion in the college entrance examination in mathematics, the research of the teaching of the teachers have a good role in promoting, as young teachers, the research is imperative.Based on the existing research, this paper is based on personal teaching experience, through the reading and collection of relevant literature, the preparation of the Test Study on the theme of the test investigation of students, and the students had typical errors in the test results of the interview, investigation and study of the students in the learning error causes a conic section, and put forward the corresponding countermeasures.This paper is divided into five parts:The first part is the introduction part mainly introduces the research background, such as the importance of college entrance examination and learning of conic conic requirements. Combined with their own teaching experience, for the analysis of students' learning and teachers' teaching situation of conic curve, and then put forward the research questions and research significance. The second part is the literature review: it is mainly about the research situation of the conic curve at home and abroad, and the related concept of this paper is described.The third part is the conic problem solving wrong due to the investigation and analysis of the plate is the key research content, it makes a detailed analysis of the survey results, the conic problem solving students classified: (1) for the definition of memory, understanding light; (2) are not good at combining geometry the nature of processing problem; (3) the operation ability is poor, weak sense of "whole" solution; (4) the straight and conic problem solving mode is not skilled; (5) Will not be special to solve the problem; (6) the flexible use of knowledge, migration difficulties.The fourth part is to avoid high school students solve strategies of typical errors: mainly corresponding strategies are presented according to the results of the third part, including the following four points: (1) to strengthen the teaching curve definition, generating concept; (2) strengthening the cultivation of mathematics language transfer ability, pay attention to operation ability teaching; (3) strengthen the classification of memory of knowledge organization, identify the use of teaching; (4) strengthen the cultivation of students' knowledge, knowledge integration ability; (5) in the teaching note To infiltrate the mathematics thought, to strengthen the students' mathematical ability.The fifth part is the research summary, limitations and Prospect: the main study of this research made brief summary, and pointed out the shortcomings of this study, so that readers can correctly treat the conclusion of this study. Finally the author put forward the future research direction and goals.Hope this article can provide valuable reference for teaching for the majority of educators, also expect all our teachers to join the teaching and research work of the common function, help students better learn conic. 发自小木虫Android客户端 |
10楼2016-10-03 10:51:33
2楼2016-09-21 17:02:40
明翰翻译 
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3楼2016-09-21 17:43:47
蹉跎岁月
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taodaiqin
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9楼2016-10-03 09:09:33
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