初中數(shù)學(xué)概念類知識的可視化研究.pdf

1、學(xué)位論文獨創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻(xiàn)均己在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名：學(xué)位論文使用授權(quán)聲明學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部內(nèi)容，可以采用影印、復(fù)印等

2、手段保存、匯編保密論文注釋：本學(xué)位論文屬于保密論文，密級：——保密期限為——年。一虢雒壤將一：＼吣扎日期：)。限占76日期：砂／(舷歲tfGAbstractAbstractAcorrectunderstandingandflexibleuseofmathematicalconcept，itistomasterbasicknowledgeofmathematicsandcomputingskills，developlogicalargum

3、entationandthepremiseofspatialabilityVisualizationisthe”clearintuitive，visual”，choosethereasonablevisualwaytevealtheinformationhiddenbehindthedata，theabstractknowledgevisualization，iconicityAvarietyofvisualizationmethods

4、canalsobecomplementarytopromotelearnerstoconstructknowledgeVisualizationcanestablishtheconnectionbetweenknowledgeItisverynecessarytoselectreasonablevisualizationwaystopresentmathematicalconceptThepaperfirstlystudysomepro

5、blemsexistingintheteachingofmathematicalvisualizationthroughtheliteratureanalysismethod，fendthatsomeapplicationfieldsofvisualizationinmathematicalteachingmainlyconcentratedinmathematicalreasoningvisualization，mathematica

6、lproblemsolvingvisualization，visualizationsoftwareintheteachingofmathematics，butmostoftheapplicationsinhighermathematicsItisrelativelylittleinthestudyofmathematicalvisualizationinprimaryandmiddleschoolsthanthestudyofhigh

7、ermathematicsBasedontheanalysisofmathematicalconcepthastheabstractness，logicalityandintegritycombinedwiththeexistingclassificationforthevisualizationofthescholars，thevisualizationofmathematicsconceptisdividedintodynamicv

8、isualization，staticvisualization，interactivevisualizationsoftwarethreetypesIntheteachingofmathematicsconceptsspecific，visualizationmethodsshouldbeareasonablechoiceaccordingtothespecificmathematicconceptsTheformationofmat

9、hematicalconceptsincludingthedifferentstages，thepaperfocusesonthevisualizationofconceptimageryandconceptrelationshipforstudyInthestageofconceptimageryusingquasi—experimentalresearchmethod，usingdynamicvisualizationmethoda

10、ndstaticvisualizationmodeofteachingintheexperimentalclassandthecontrolclass，tofunctionasanexample，thevisualwaycomparisonofdifferentinfluenceontheconstructionofstudents’conceptimageryInthestageofconceptrelationship，adopti

11、ngquasiexperimentalresearchmethod，takeaxisymmetricgraphicsforexample，choosetheinteractivevisualizationsoftwaremindmaptoestablishconceptofcontactLetlearnerscontactrelationshipbetweentheconceptofaxisymmetricgraphicsrespect