信息技术与网络教学在数学学科中的作用分析.doc

With the further development of information technology, especially the twenty-first Century education informatization process accelerate, information technology and mathematics teaching integration has become a reality.On 2001, the Ministry of Education issued the basic education curriculum reform outline ( Trial) proposed: to promote information technology in the teaching process of universal application, promote the integration of information technology and curriculum Statistics of information technology and the Related words, in full-time compulsory education mathematics curriculum standard ( experimental draft ) the plan appears about 60 times, can be found in mathematics curriculum standard in the text, whether it is in the preface, target, content or in the implementation of recommendations, information technology and Related words each part is one of the key words, or implicitly requiring the information technology and the mathematics curriculum content integration . Therefore, pay attention to the integration of information technology and mathematics is mathematics curriculum reform is an important concept.The current domestic course standard experiment textbook generally take the information technology intervention such as PEP textbook opened the information technology column, one junior high school in 11, A edition is mandatory 9. But some chapters directly with the modern information technology closely related, such as people teaches printing plate 8 grades first volume twelfth chapter data description .The current middle school teachers in mathematics class teaching design, class teaching, class evaluation reflection in the process, different level land to use information technology. In theory, information technology and middle school mathematics classroom teaching, bring about teaching content the way change , student the transformation of learning mode , the teacher teaching way reform and interactive mode . Therefore in order to improve the effectiveness of integration, the integration of the status of special needs is a common problem for investigation and analysis.随着信息技术的进一步发展，特别是21世纪教育信息化进程的加快，信息技术与数学教学整合已成为一种现实. 2001年，教育部颁布的基础教育课程改革纲要（试行）就提出：“要大力推进信息技术在教学过程中的普遍应用，促进信息技术与学科课程的整合.” 统计“信息技术”以及与之相关的词，在全日制义务教育数学课程标准（实验稿）中共计出现约60次，可以发现在数学课程标准的文本结构中，不管是在前言、目标、内容还是在实施建议中，信息技术以及相关的词都是每一部分论述的关键词之一，或明或隐地要求信息技术与数学课程的实质整合.可见，注重信息技术与数学课程整合是数学课程改革的一个重要理念. 现行的国内课程标准实验教科书普遍重视信息技术的介入.如人教版教材开辟了“信息技术应用”专栏，其中初中11处，高中A版必修9处.而且有些章节直接与现代信息技术密切相关，如人教版8年级上册的“第12章数据的描述”. 目前中学数学教师在课前的教学设计，课上的教学实施，课下的评价反思等环节中，都不同程度地使用了信息技术.从理论上讲，信息技术与中学数学课堂教学的整合，必将带来“教学内容呈现方式的变革”、“学生学习方式的变革”、“教师教学方式的变革”以及“师生互动方式的变革”.因此为了提高整合的有效性，需要就目前整合的现状特别是普遍存在的问题进行调查和分析. 二、调查分析 近几年笔者参与了多个国家级、北京市级和区级的中学数学教师的培训工作，接触了不同教龄和水平的中学数学教师，平均每年听60多节研究课. 2009年至2011年笔者先后对北京市的初中数学教师281名和高中数学教师43名，就中学数学教师在教学中使用信息技术的意识、技能和应用信息技术教学的现状进行了问卷调查和访谈，同时对三年来所听的近200节课进行回放. 问卷显示，虽然被调查的教师100%能认识到现代信息技术的优势以及整合的必要性，都有用计算机上过数学课的经历，但经常用的仅占5.3%.教师在回答“您一般在什么情况下利用计算机等现代信息技术上数学课？”（多选）时，有98.1%的教师勾选了“公开课，如观摩课、评优课、研究课等”；93.4%的教师勾选了“增大课堂容量”，部分教师补充到：如复习课、习题课或课堂例题、课堂练习；21.5%的教师勾选了“突出重点”，42.6%的教师勾选了“突破难点”；仅有4.4%的教师勾选了“改变学生学习方式”. “公开课”这是客观要求；“增大课堂容量”、“突出重点”这是教的角度；“突破难点”、“改变学生学习方式”这是学的视角. 分析上述数据及回顾课例，发现信息技术与中学数学课堂教学整合的四大问题.Two, survey and analysisIn recent years the author participated in a number of national, Beijing municipal and district-level middle school mathematics teachers training, contact with different seniority and the level of secondary school mathematics teacher, average every year to more than 60 research lesson.From 2009 to 2011 in Beijing City, the author has the junior middle school mathematics teacher 281 and high school mathematics teacher 43, the middle school math teachers in the teaching of information technology use consciousness, skills and the application of information technology to teaching present situation has carried on the questionnaire survey and interviews, and in three years to nearly 200 classes for playback.Survey shows that, while being investigated by 100% teachers can realize the advantages of modern information technology and the necessity of integration, are useful computer mathematics class experience, but often only 5.3%. teacher in answering the question you generally in what circumstances using modern information technology such as computer math? ( many selections), 98.1% of the teachers to check the open class, such as observing lessons, rating class, course of study ; 93.4% teachers check increase classroom capacity , some teachers supplement to: such as review class, exercise class or class examples, exercises in class; 21.5% teacher checked focus , 42.6% of the teachers select the breakthrough ; only 4.4% of the teachers select change the way students study . Open class it is the objective requirement; increase classroom capacity , focus which is taught in perspective; breakthrough , change the way students study is the study angle of view.Analysis of the data and review lesson, find out that information technology and mathematics teaching integration of the four major problems. 1.整合的认识不到位 大部分教师对整合的认识缺乏进一步地思考：为什么整合？整合什么？怎样整合？当然有些骨干教师包括一部分老教师，无论是否是公开课，都会先根据“教学内容需要或学生学习需要”来选择，这一点在观摩课和进一步访谈中得到验证.但问题是：如何界定这种需要？这种需要仅仅是认知层面的吗？ 课例回放：等腰三角形概念引入片断 教师A：播放临街楼房屋顶改造工程录像，引导学生发现许多屋顶上人字形小尖顶就是等腰三角形模型，然后给出等腰三角形定义. 教师B：播放Flash制作的等腰三角形模型，然后给出等腰三角形定义. 教师C：先将一张纸对折，再用剪刀剪出一个三角形，然后让学生给这个三角形命名. 请看笔者（W）访谈上课教师的记录. 访谈教师A、B： W：请问为什么要播放录像（课件）？ A（B）：创设情境. W：创设情境的目的是什么？ A：为了让学生感觉到数学与现实的联系，为了给出等腰三角形定义. B：为了让学生深刻理解什么是等腰三角形，为学习等腰三角形性质和判定做铺垫. W：人教版的教材关于等腰三角形概念引入的探究活动你们认为怎样？ A：反映本质.但我的设计能让学生关注数学与现实的联系，让他们感受到数学的价值. B：教材设计得不错.我的设计是通过课件动态地反映了等腰三角形的本质. W：这个课件是你做的吗？ B：不是，是从网上找到的. W：播放录像（课件）前认真想过这些问题吗？ A（B）：没有. 访谈教师C： W：请问为什么引入等腰三角形概念时，您不像其他教师似的来些视觉刺激？ C：（反问）有必要吗？我这样设计不仅强化了等腰三角形的本质，也为学习等腰三角形性质和判定提供了一个模型. W：您认为教学时哪些地方有必要让多媒体介入？ C：学生的难点.教师用语言解释不清楚，并且用传统手段也无法说清楚时. 显然教师A、B在课前并没有想清楚为什么要整合信息技术，反映出一定的盲目性.教师C关注更多的是知识技能传授的整合，表现出对整合认识的片面性. 就知识技能的传授教学而言，数学教学对信息技术的依赖不是必然的.笔者印象深刻的是2011年到某中学听两节研究课，两位教师课前几分钟才知道突然停电了，他们事先准备的PPT和几何画板制作的课件都无法显示，于是两位教师很淡定地用传统媒体有板有演地上完了课.此事件一方面反映了讲课教师良好的教学基本功和课前的充分准备，另一方面说明了现代信息技术的应用有锦上添花、雪中送炭和事倍功半、徒劳无功之别. 我们要防止事倍功半、徒劳无功的低效或无效整合，就需要在以学生发展为前提的基础上思考为什么整合？整合什么？怎样整合？整合的理想状态应该是雪中送炭，但是锦上添花也是可取的.我们不仅要关注知识技能的有机整合，还要考虑在信息时代及学生年龄特点的背景下，整合在数学思考、问题解决以及情感态度方面的作用. / 还是以“等腰三角形引入”为例，可先展示若干等腰三角形形状的物体图片，图片要精美，涉及的领域要广，再让学生自己剪三角形，然后让他们给这个三角形命名.这样设计不仅考虑了知识技能，也考虑了情感态度，为学生进一步学习等腰三角形性质和判定的数学思考、问题解决提供了思考的原型（动手剪的等腰三角形）.Obviously, teacher A B before class and do not want to know why the integration of information technology, to reflect a certain blindness. Teacher C is more concerned about the knowledge and skills taught in the integration, shown on the integration of the one-sided understanding. /On imparting knowledge and skills of teaching, mathematics teaching is not necessarily dependent on information technology. I was impressed by the 2011 to a secondary school to listen to two research lesson two teachers, a few minutes before class that a sudden blackout, they prepared PPT and Geometric Sketchpad to make courseware are unable to display, so the two the teacher was very calm with traditional media have plates that are acting to finish class. This event is a reflection of the teachers good teaching basic skills and make full preparations before class, on the other hand, illustrates the application of the modern information technology is the icing on the cake, timely assistance and perceptibly, the dont prove futile. /We should prevent perceptibly prove futile, the inefficient or ineffective integration, need to take students development on the basis of the premise thinking why integration? Integration of what? How to integrate? Integration of the ideal state should be timely assist