核心素养目标下的高中数学基础知识的理解和掌握研究——以人教版《三角函数》为例.pdf

摘 要 基于教育改革的兴起，核心素养的提出让基础教育的教学理念有了新的要求， “双基”到“四基”的发展让“基础知识”有了一个新的定义，在新时代中提出 的新理念和新要求下，归根结底还是让学生在知识习得的基础上学会去解决实际 问题。传统教育主张的基础知识教学依然是主流，不管是技能的训练、能力的提 高以及素养的提升等都离不开丰厚的基础知识作为储备条件，教学的本质理应回 归知识本位。如何更好地理解基础知识并将其理论与教学实际相结合，基于《课 程标准》的内容和要求及结合人教版数学教材内容结构和要素，以《三角函数》 章节为例，将知识列举，再从基础知识的内容理解和特征出发，将基础知识内容 以框架图示例。学生水平现状及教学分析是提供教学策略的评价方式和有效载体， 基于布卢姆教育目标分类理论和SOLO 理论，对基础知识的理解和掌握两个维度 作出水平划分，对学生进行相应的测试并对学生和教师进行有效访谈，明晰学生 的理解和掌握水平分布现状，并对影响因素进行分析；针对错题的分析，寻求学 生对基础知识理解和掌握学习及应用中会存在的误区；为让学生能更好的理解和 掌握，基于以上分析，对教师和学生都提供了有效建议。实现素质教育下学生对 基础知识的理解和掌握，对基础知识的研究将是绝对变动和相对统一的过程。 关键词：核心素养；基础知识；三角函数；理解；掌握 I Abstract Based on the rise of education reform, the proposal of core literacy has brought new requirements to the teaching concept of basic education, and the development of two basics to four basics has given a new definition of basic knowledge in the new era. Under the new ideas and new requirements, in the final analysis, students should learn to solve practical problems on the basis of knowledge acquisition. The basic knowledge teaching advocated by traditional education is still the mainstream. No matter the training of skills, the improvement of abilities and the improvement of literacy are inseparable from the rich basic knowledge as a reserve condition. The essence of teaching should return to the knowledge standard. How to better understand the basic knowledge and combine its theory with teaching practice, based on the content and requirements of the Curriculum Standards and the content structure and elements of the mathematics textbooks of the human education version, taking the chapter of Trigonometric Functions as an example, enumerating the knowledge Then, starting from the content understanding and characteristics of basic knowledge, the ba