信息技术支持下的小学数学问题导向式教学策略研究

发布时间：2018-01-19 02:00

本文关键词： 问题导向式教学教学策略小学数学问题情境信息技术与数学课程整合　出处：《山东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：《国家中长期教育改革和发展规划纲要（2010-2020）》（以下简称《纲要》）倡导创新人才培养模式，提倡启发式、讨论式、参与式和探究式等多种教学方式，帮助学生学会学习。[1]《全日制义务教育数学课程标准（2011年版）》（以下简称《新课标》）明确提出了“四基”（基础知识、基本技能、基本思想和基本活动经验）和“四能”（发现问题的能力、提出问题的能力、分析问题的能力和解决问题的能力），旨在改变传统数学教学方式。[2]《新课标》还要求将信息技术作为数学教学的有力支撑，将信息技术作为学生学习数学和解决问题的工具，有效地改进教学方式，使学生乐于投入到现实性、探索性的数学活动中。[3]然而传统的数学课堂大多仍停留在“粉笔+黑板+练习册”、“听-讲-练”的层面，学生没有充足的自主思考时间和机会，问题意识和创新能力难以得到培养和提高。《纲要》及《新课标》要求转变传统的数学课堂教学方式。而信息技术支持下的问题导向式教学策略以其特点与优势，正可以弥补传统教学策略和手段的不足，以问题为核心，借助信息技术手段，通过创设问题情境、学生自主探索、直观性教学及师生互动来培养学生的“四能”，，从而达到《纲要》和《新课标》对小学数学教学提出的要求。本研究所采用的研究方法主要包括文献研究法、教育测量法、问卷调查法、教育实验法及统计分析法。笔者以建构主义学习理论、情境认知理论和问题连续体理论为基础，在分析了小学数学课程的特点、小学数学教材的内容特点、小学高年级学生数学学习特点之后，依据课堂教学三大环节制定了相应的信息技术支持下的问题导向式教学策略：1.利用信息技术呈现多样化问题的策略：信息化情境创设策略、问题导入策略；2.采用多种形式引导学生解决问题的策略：综合教具演示策略、转化对比策略、问题“试误”策略；3.基于非良构问题的评价-反思策略：即基于非良构问题的形成性评价-反思策略、基于非良构问题的总结性评价-反思策略。本实验采用单因素非对等两组前后测准实验模式进行了教学实验，选取山东省德州市武城县第一中学小学部五年级两个基础水平相当的班级作为实验班和对照班，将制定的教学策略应用于实验班，根据教学实际进展情况对策略进行灵活应用，对照班采用常规教学策略，教学结束后对两个班进行后测，得到实验班与对照班学生的学业水平考试成绩与学习态度数据，然后对得到的实验班的前测数据和对照班的前测数据进行比较，实验班的后测数据和对照班的后测数据进行比较，同时将实验班的前测数据与实验班的后测数据进行比较，得出以下结论：信息技术支持下的小学数学问题导向式教学策略能够显著提高学生的学习成绩，能够显著激发学生的学习积极性。最后总结了以下几条小学数学教学经验：创设逼真的问题情境，有效、灵活地利用信息技术，将数学生活化、实践化，以学生为主体解决问题，在良好的师生互动中促进问题的解决。
[Abstract]:"National long-term education reform and development plan (2010-2020)" (hereinafter referred to as the "Outline") to advocate creative talents training mode, promote heuristic, discussion, participation and inquiry and other teaching methods to help students learn how to learn.[1]< full-time compulsory education mathematics curriculum standards (2011 Edition) (hereinafter referred to as the "new" standard >) clearly put forward the "four base" (basic knowledge, basic skills, basic ideas and basic experience) and "four" (the ability to find the problem, put forward the problem of ability, ability to analyze problems and problem-solving skills), aims to change the traditional mathematics teaching mode of new curriculum must be >.[2]< the information technology as a strong support of mathematics teaching, the students learning mathematics and information technology as a tool to solve the problem, effectively improve teaching methods and make students willing to put into reality, explore the mathematical activities of.[3 However the traditional mathematics class are still stuck in the "chalk + blackboard + Workbook", "listen to the instruction and practice level, students do not have enough time and opportunity to think independently, problem consciousness and innovation ability is difficult to obtain the mathematics classroom teaching mode to change the traditional training and improving the new curriculum outline > and <. >. And problem oriented teaching strategy under the support of information technology with its characteristics and advantages, disadvantages it can make up for the traditional teaching methods and means, to the problem as the core, by means of information technology, through the creation of problem situations, students explore, intuitive teaching and interaction between teachers and students to cultivate students'" four abilities ". In order to achieve the" outline of the new curriculum standard > > and < of primary school mathematics teaching requirements.
This paper adopted the research methods including literature research, educational measurement method, questionnaire survey method, experimental education method and statistical analysis. Based on the constructivist learning theory, cognitive theory of the situation and problems of continuum theory based on the analysis of the characteristics of primary school mathematics curriculum content, characteristics of primary school mathematics textbooks, characteristics high grade students in primary school mathematics learning, based on classroom teaching three aspects of the development of the problem-based teaching strategies under the support of information technology: 1. the use of information technology diversified problem strategy: strategies for creating information situation, the problem of importing strategy; 2. using a variety of forms to guide students problem-solving strategies: comprehensive presentation AIDS strategy comparison, transformation strategy, problem of "trial and error" strategy; evaluation of 3. non - well structured problems based on reflection strategy which is based on the formation of non well structured problems Evaluation reflection strategy, summary evaluation based on non good structure problem and reflection strategy.
This experiment uses a single factor non equivalence of two group pretest and posttest quasi experimental model for the teaching experiment, selected class Wucheng County of Shandong province Dezhou city first middle school primary school of the fifth grade two basic level as the control class and the experimental class will develop teaching strategies applied in the experimental class, according to the actual progress of teaching strategies flexible application, control group with conventional teaching strategies for teaching two classes after the post test, get the experimental class and control class students' academic proficiency test scores and learning attitude data, compare the measured data and the experimental class got the test data and the control class, the experimental class in the post test data and the control class after the test data are compared, and the experimental class pretest and post test data of the experimental class and compare the data, draw the following conclusions: under the support of information technology primary school mathematics problems Oriented teaching strategies can improve students' learning achievement, learning enthusiasm can significantly stimulate students. Finally summed up the following primary school mathematics teaching experience: creating a realistic problem situation, effective, flexible use of information technology, the mathematical life, practice, take the student as the main body to solve the problem solving, promote in a good teacher-student interaction.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5;G434

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