| 摘要: |
| 本文以中学数学教学为例，探究学生在课上即时理解和课下复习等学习习惯的差异性 造成一个教学周期内对知识掌握程度的差距。本文将教学周期分为课前、课中和课后三个阶段，分 阶段测算教学阶段后学生知识掌握程度增量，并以学生排名为横轴，以知识掌握度为纵轴，用Excel 作二维柱形图增强说服力。构建出学生知识掌握差异度模型，实现对教学周期内学生知识掌握程度 差异的定量化评价。最后，针对中学评优以优分数为单一衡量标准的问题，提出教学工作应遵循“教 学质量与教学公平相统一”的教授原则，按照课前、课中和课后顺序分阶段提出了布置预习任务、教 师分组流动教学和按照成绩分档设计分层作业的改进措施，保证教学周期内学生的共同学习和进 步。在提高教学质量过程中提升教学公平。 |
| 关键词: 中学教学 教学周期 教学质量 知识掌握差异 数学模型 |
| DOI： |
| Received:March 09, 2015Revised:May 26, 2015 |
| 基金项目: |
|
| Difference Model of Mastering Knowledge for Middle School Students in a Teaching Period and Its Application in Teaching Reform——An Example of Mathematics Learning of a Middle Schoolin Shandong Province |
| Zhao Zhichao，Zhao Shengyuan，Wu Baoai |
| (Institute of Population Research，Liaoning University，Wudi First Senior High School) |
| Abstract: |
| With a sample of mathematics learning in middle schools，this paper considers the difference of mastering knowledge of students. The difference is led by the habits that contain knowledge understanding in class and reviewing after class of students. In this paper，the teaching cycle is divided into three stages ——before class，in class and after class，incremental knowledge of each stage is then recorded. The results are plotted by Excel in which the horizontal axis expresses the students and the vertical axis the mastered knowledge. Thus，the difference model of students' knowledge mastery can be constructed for a teaching period. By the model, the paper presents the principle of "unifying teaching quality and teaching equality". The principle requires the teachers to put forward the task of arranging preview in different stages. The teachers are organized into teaching groups, and students also form groups. The teaching is carried out by these groups to ensure that every student can progress in every teaching cycle. The teaching quality is improved and so is the teaching quality. |
| Key words: Teaching in middle schools Teaching cycle Teaching quality Difference degree of knowledge mastering Mathematical model |
