数学史在小学数学四年级教学中的实践研究

发布时间：2018-02-14 13:42

本文关键词： 数学史小学数学数学教学实践研究　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新课标把数学素养的提高、情感态度价值观、创新意识放到了更加重要的位置,对教师提出了更高的要求。笔者是一位长期在教育岗位工作的一线教师,曾尝试用讲故事、放图片、小组活动、动手操作甚至物质奖励等各种办法来提高学生对数学的学习兴趣,却很难让学生真正的理解数学,喜欢数学,进而欣赏到数学的美,体会到数学的价值。鉴于数学史有理解数学和进行数学教育的作用,笔者尝试在小学四年级日常数学教学中渗透数学史,对数学史融入小学数学教学进行实践探索。通过对学生的调查和观察,了解数学史对小学生理解数学是否有作用,能够在哪些方面产生影响。然后,在成都市某小学四年级的一班至四班共约150名学生中,进行了数学史渗透在教学中的实践研究。希望通过典型的案例,总结出指导以后教学的观点和方法。本文选择四个教学内容,主要从教学设计和数据分析进行了研究:首先,选择教学内容,进行教学设计和课堂实录。“确定位置”和“负数”是四年级的正常教学内容。“确定位置”与后续的坐标思想有联系,“负数”概念有一个接受过程,学生理解“负数”也有困难。故针对这两节常态课“确定位置”、“负数”结合数学史进行教学设计。小学四年级已经学完了整数及其四则运算,对分数和小数都会加减法;已经学完了基本平面图形,会计算周长和面积,也认识了基本的立体图形。但对数与形的来源和发展接触较少。于是设计了两节数学史欣赏课“神奇的数”、“奇妙的形”。对这两节常态课和欣赏课进行课堂实录。对教师的教学行为和学生的学习表现进行了观察和描述,记录了教师对课堂教学的反思。其次,针对教学内容,对学生进行了问卷调查。从中不仅可以看出学生对所学内容的理解和运用,对数学家的贡献和魅力的认识,还可以看出学生能生动的表达自己独特的观点,对所学内容有了兴趣并有了进一步探究的愿望。最后,根据学生问卷进行数据统计,采用饼状图、表格、文字进行描述性分析,进而得出研究结论:其一,通过实验组和对照组的数据比较,看出两组的不同。实验组的学生视野更加开阔,回答问题角度更多元化,更有追根溯源的意识,学生求知欲望更高,更容易看出学生的数学素养。实验组的学生部分能改变以往对数学仅仅只是枯燥的计算做题的看法。其二,通过对实验组课后数据分析,看出数学史对学生影响更多是在有助于学生对数学的理解和欣赏,有助于学生形成良好的情感、态度、价值观,有助于学生主动思考、创新,以及引起学生兴趣这几方面。不仅仅是平时成绩方面优秀的学生才能接纳的内容,而且中等生,后进生都能从中有不同程度的收获。其三,通过两节常态课和两节欣赏课的课后对比,发现,数学史在数学教学中的渗透,不只是完整的欣赏课能收到良好的效果,在常态课中渗透数学史也能收到良好的,甚至是更好的效果。取得效果的程度不是取决于数学史内容的多少,而更多取决于所涉及到的思想的深刻性和内容的结合度。其四,综合整个研究过程,笔者认为,数学史不能独立的存在教学中,也不能替代数学日常教学,但却是不可或缺的。研究数据反映出数学史恰好能弥补传统数学的不足,丰富探究性教学的素材。在论文最后,附上教学使用的PPT,部分学生的回答的照片等作为资料补充。
[Abstract]:The new curriculum of mathematics literacy, emotion attitude and values, sense of innovation in a more important position, put forward higher requirements for teachers. The author is a long-term work in the education of teachers, tried to tell the story, put pictures, group activities, hand operation and even material rewards etc. a way to improve the students' interest in learning mathematics, but it is very difficult to understand the true love of mathematics, mathematics, and enjoy the beauty of mathematics, feel the value of mathematics. In view of the history of mathematics and mathematics education mathematics understanding for the author attempts to penetrate the history of mathematics in the fourth grade primary school mathematics teaching in the daily. On the history of mathematics into primary school mathematics teaching practice. Through the investigation and observation of the students' understanding of the history of mathematics, mathematics is a role for the pupils to understand, can influence in what aspects. Then, in Chengdu A primary school in the fourth grade one to four classes of about 150 students, study the practice in teaching the history of mathematics. Hope penetration through a typical case, summed up the guiding ideas and methods of teaching. This paper chooses four teaching content, mainly from the teaching design and data analysis are studied. First of all, the choice of teaching content, teaching design and classroom memoir. "Position" and "negative" is the normal teaching content of the fourth grade. "Find the location" is associated with subsequent coordinates and "negative" concept is a process of acceptance, the students understand the "negative" is also difficult. So for this two normal class "position", "negative" combined with the history of mathematics teaching design. The fourth grade primary school has been finished and the integer four operations, will add and subtract of fractions and decimals; have finished basic graphics, accounting Is the perimeter and the area, also recognized the basic three-dimensional graphics. But the origin and development of less contact with the shape and design of log two the history of mathematics appreciation "magic number", "wonderful shape". The two normal classes and appreciation class classroom record. The learning performance of teachers' teaching behavior and the students were observed and described, records of the teachers' Reflection on classroom teaching. Secondly, according to the teaching content, conducted a survey of students. Not only can be seen from the students' understanding and use of the content, understanding of the contribution of mathematicians and charm, we can also see the students to their own unique point of view the expression of vivid, learning content with interest and further exploration of desire. At last, according to the statistical data of students by questionnaire, pie charts, tables, text descriptive analysis, and then draw the conclusion of the study: First, through the experimental group and the control group data comparison, see the two groups. The experimental group of students to answer the questions of the vision is more open, more diversified, more in their consciousness, students desire for knowledge is higher, it is easy to see the students' mathematical literacy. The experimental group students can change the past part of mathematics only do the calculation boring view. Secondly, through the analysis of the experimental group after the data, that is more in the history of Mathematics for students is helpful for students to understand and appreciate mathematics, help to form a good student in emotion, attitude, values, help students to active thinking, innovation, and arouse students this is not only interested in several aspects. The scores of excellent students can receive the content, and the secondary students, students will be able to have different levels of harvest. Third, appreciation through two normal classes and two Found after contrast, penetrate the history of mathematics in mathematics teaching, not only complete appreciation can receive the good effect, penetrate the history of mathematics in normal class can also receive good, even better. What made the extent of the effect depends not on the history of mathematics content, and the combination of profound and more depends on the content relates to the idea of the comprehensive. Fourth, the whole process of the research, the author believes that the history of mathematics cannot exist independently in the teaching of mathematics is not a substitute for daily teaching, but it is indispensable. The research data shows that the history of mathematics can remedy the deficiency of traditional mathematics, rich inquiry teaching material in the end, with the use of teaching PPT, some students answer the photos as supplement.

【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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