目 录
摘要………………………………………………………………..1
Abstract…………………………………………………………..3
第一章 问题的提出…………………………………………………..5
1.1课题研究背景…………………………………………………….5
1.2课题研究意义…………………………………………………… 6
第二章 探究式教学模式相关概念界定………………………………………9
2.1 探究…………………………………………………………..9
2.2 探究式教学…………………………………………………….9
2.3高中数学探究式教学内涵及内容………………………………………10
2.4探究式教学的特征………………………………………………..10
2.4.1注重理解和掌握科学探究的方法和技能……………………………….10
2.4.2注重科学精神的培养……………………………………………..10
2.4.3注重知识的深层次理解……………………………………………10
2.4.4注重培养自主学习和创造性思考的习惯……………………………….11
2.4.5注重合作交流…………………………………………………..11
第三章 文献综述……………………………………………………..12
3.1 国外研究综述…………………………………………………..12
3.2 国内研究综述…………………………………………………..13
第四章 探究式教学理论基础………………………………………….15
4.1探究式教学的心理学基础……………………………………………15
4.1.1布鲁纳的发现学习理论……………………………………………15
4.1.2罗杰斯的人本主义学习理论………………………………………..15
4.1.3皮亚杰的认知发展理论……………………………………………16
4.2探究式教学的教育学基础…………………………………………16
4.2.1终身教育理论…………………………………………………..16
4.2.2主体性教育理论…………………………………………………17
第五章探究式教学在高中数学教学中应用的策略与措施…………………….19
5.1现有探究式教学模式…………………………………………..19
5.1.1洋思教学模式…………………………………………………..19
5.1.2杜郎口教学模式…………………………………………………20
5.2 两种探究式教学模式的比较分析………………………………………20
5.2.1相同的教育理念…………………………………………….21
5.2.2相同的教育目的………………………………………………21
5.2.3相同的教学意图………………………………………………21
5.2.4相同的教学要求…………………………………………….21
5.3探究式教学应用的策略………………………………………….22
5.3.1设疑教学是科学精神最重要的内涵之一……………………………..22
5.3.2营造探究氛围是开展探究式课堂教学的重要条件………………..24
5.3.3讨论交流是合作学习的主要形式，思辨解疑是探究所要达到的目的……….24
5.3.4课后留创新作业，激励学生自主学习……………………………..24
5.4探究式教学应用措施……………………………………..24
5.4.1创设情境，激发兴趣………………………………………….24
5.4.2组织讨论，尝试解疑………………………………………….25
5.4.3独立探索，设计途径………………………………………….25
5.4.4角色互换，自我探知………………………………………….25
5.4.5构建新的评价体系………………………………………….26
第六章 本校高中探究式教学的实践研究………………………………28
6.1 实验研究……………………………………………………..28
6.1.1实验目的……………………………………………………..28
6.1.2实验对象…………………………………………………….28
6.1.3实验假设…………………………………………………….28
6.1.4实验过程……………………………………………………28
6.1.5实验结果……………………………………………………..29
6.1.6实验结论……………………………………………………..29
6.2教学案例……………………………………………………31
6.2.1 等差数列教学………………………………………………….31
6.2.2 三角函数推导………………………………………………….32
第六章 我国当下开展探究式教育的局限性思考……………………………35
7.1主观因素………………………………………………………..35
7.1.1教师对探究式教学的理念认识不到位…………………………………35
7.1.2教师驾驭探究式教学的能力欠缺……………………………………. 35
7.2客观原因…………………………………………….36
7.2.1学科探究式教学文献缺乏……………………………………36
7.2.2评价体系的滞后…………………………………………….36
7.2.3农村学校教学条件的限制…………………………………………36
7.3 解决方式……………………………………………………..36
7.3.1教师方面………………………………………………….36
7.3.2外界支持………………………………………………………37
结束语……………………………………………………….39
参考文献…………………………………………………………40
附 录（一）…………………………………………………………43
附 录（二）…………………………………………………………45
摘 要
二十一世纪是信息爆炸的时代，随着互联网的普及，单单知识的传输已无法满足现代科技的发展与新时代的学生对于知识的学习与接受。进入新世纪以来，我国教育界进入了一个活跃时期，新的教育观念不断被介绍进来，新的教学方法和模式不断在尝试运用。 “倡导积极主动、勇于探索的学习方式”是国家教育部在2003年所提出的教育改革的一项基本理念。而学生的学习方式，在很大程度上要受到教学方式及教学组织形式的影响。因此，构建适合学生特点的新型数学教学模式，必将成为数学新课程实施，教学改革的一项重大课题。其中，探究式教学及其模式就是一个影响广泛的热门话题。
探究式教学模式是探究式教学理论的深化。探究教学它包括两个相互联系的方面：一是有一个以“学”为中心的探究学习环境。这个环境中有丰富的教学材料、各种科学仪器及设备，教学材料都是围绕某个知识主题来安排，而不是杂乱无章的；有民主和谐的课堂气氛，让学生很少感到有压力，能自由寻找所需要的信息，自己作种种设想，以自己的方式检验自己的设想。二是要给学生提供必要的帮助和指导，使学生在探究中能明确方向。这种指导是通过安排有一定内在结构，能揭示各种现象间联系的各种教学材料，以及在关键时候给学生必要的提示等。从目前国内外对于探究式教学的研究案例学习来看，更多的学者主要倾向于学习美国式探究式教育模式，众多学者认为美国之所以成为世界强国，与他的教育密不可分。20世纪50年代末以来美国科学教育的成果便是探究，1996年初美国推出的《国家科学教育标准》一书，将“探究”列为核心地位。
探究式教学作为鼓励学生积极参与课堂教学，经历和体验知识形成过程，增强创新精神和实践能力的一种教学方式，其有效实施将有助于实现学科教学目标的多元化、教学过程的民主化和教学手段的信息化，能使我们的课堂教学成为学生在参与中掌握知识、在体验中培养情感、在探究中学会思考、在交流中展现个性的空间。对探究式教学在高中数学教学中的应用研究将有助于高中学生对数学知识的掌握以及培养学生关于数学学习的兴趣与热情。本论文采用文献法、问卷法、实验法。论述了高中数学探究式教学的内涵;从心理学和教育学角度论述了高中数学探究式教学的理论基础；构建了高中数学探究式教学的一般模式，即创设情境一问题定向一探究交流一反思提高。同时根据自己丰富的教学经验以及高中生数学教学中的不足，从学生的角度出发真正发挥其自主学习、知识探究的能力。
关键词：探究式教学；高中数学；应用研究；自主学习
Abstract
The twenty-first Century is the information explosion era, with the popularity of the Internet, only the knowledge of the transmission has been unable to meet the development of modern science and technology and the new era for the study of knowledge and acceptance of students. Since entering new century, education in China has come into an active period, the new education idea has been introduced, new teaching methods and models have been used in attempts to. ” Advocate actively, explores ways of learning” is the national Ministry of education in 2003 to put the education reform a basic concept. And student’s study way, to a large extent by the way of teaching and teaching organization form influence. Therefore, to construct the new characteristics of students in mathematics teaching mode, will become the implementation of new mathematics curriculum, teaching reform is a major task. Among them, inquiring teaching model is a widely popular topic.
Inquiring teaching model is based on the teaching theory of the deepening. Inquiry teaching which includes two interrelated aspects: one is to have a” learning” as the center of inquiry learning environment. This environment has rich teaching materials, a variety of scientific instruments and equipment, teaching materials are arranged around a theme of knowledge, and not be; have democratic and harmonious classroom atmosphere, let students rarely feel pressure, can find the needed information, make their own ideas, in their own way to test his tentative plan. The two is to give students the necessary help and guidance, make the students to explore the clear direction. This guide is arranged through a certain internal structure, can reveal the various phenomena associated with various teaching materials, as well as in the key to the students the necessary tips. From the present domestic and foreign research on inquiry teaching case study, more and more scholars tend to learn American inquiry-based education mode, many scholars believe that the United States has become a world power, and his education are inseparable. Since the late nineteen fifties American science education achievement is inquiry, at the beginning of 1996 the United States launched the” national science education standards” one book, will” explore ” as the core position.
Inquiry teaching is to encourage students to actively participate in classroom teaching, experience and experience knowledge formation process, enhance the innovation spirit and the practice ability is a kind of teaching way, its effective implementation will contribute to the realization of teaching goal, teaching process a plurality of democratization and the means of teaching information, we can make the class teaching to become a student at participate in knowledge, experience in cultivating emotion, in the inquiry learning to think, in exchange to show individuality space. On the inquiry teaching in high school mathematics teaching in the applied research will contribute to the high school students’ mathematical knowledge and mastery of students about mathematics learning interest and enthusiasm. This paper adopts the method of literature, questionnaire, experiment method. Discusses the high school mathematics inquiry teaching connotation; from the psychology and pedagogy angle discussed the high school mathematics inquiry teaching theory; construction of high school mathematics inquiry teaching general pattern, namely creating situation problem into a reflection to improve directional communication. At the same time according to their own rich teaching experience and the high school student mathematics teaching insufficiency, from the perspective of the students really play their autonomous learning ability, knowledge inquiry.
Key words：inquiry teaching；high school mathematics；applied research；autonomous learning
