小学生数学学习力提升研究

发布时间：2018-02-20 23:32

本文关键词： 小学生学习力数学学习力　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：进入21世纪以来,面对迅速发展的信息社会,具有学习力的个人在发展道路上才不会被社会所淘汰。同时,国家中长期规划纲要中明确提出要“关心每个学生,促进每个学生主动地、生动活泼地发展;尊重教育规律和学生身心发展规律,为每个学生提供适合的教育”,展现了教育既要面对全体学生又要因材施教,学习力的提升可以应对学生个性化发展的需要,为学生的未来找到发展的空间。此外,小学阶段是基础教育阶段,为学生今后的学习和可持续发展奠定基础。本研究尝试从理论和实践两个方面进行小学生数学学习力提升研究。首先,本文在导论部分介绍了问题的提出、研究的意义、文献综述和研究思路与方法,接着用文献法分析了学习力的相关概念,解读了学习、学习力及数学学习力的内涵,而后提出了小学生数学学习力的结构模型并进行阐述。接着本研究从理论走向实践,以开封市、郑州二七区为调查对象,采用调查问卷、课堂观察和访谈法对小学生数学学习力的发展状况从学习动力、学习毅力、学习能力、学习创造力四个维度进行调查,发现小学生学习力的发展现状不容乐观,存在着这样一些问题:低年级学生数学学习兴趣浓厚,中高年级呈下降趋势;数学学习目标不明确;中高级数学学习的成就感不强;数学学习的基础知识和基本技能不牢固,空间想象能力发展欠缺,审题和分析问题能力差,逻辑思维能力发展不足,知识的应用能力差;小学生数学学习毅力、创造力发展不足。这些问题的主要原因在于传统评价体制的负面影响,知识导向的课堂教学导致学生片面发展,“技能型”教师的专业素养不足及小学生身心发展的特殊性需要合理引导。基于此,提出了提升小学生数学学习力的建构策略,第一,正确认识小学生数学学习力,明白学习力提升的重要性;第二,教学内容富有层次性与选择性,渗透实践性、文化性与人文性;第三,创设多样化的学习情境,增添数学学习的趣味化与生活化;第四,优化小学生的学习方式,开展有效的合作学习与探究学习;第五,改善学生评价体系,营造重视过程性与个性化的评价氛围;第六,建立互敬互爱,和谐民主的师生关系。
[Abstract]:Since 21th century, in the face of the rapidly developing information society, individuals with learning ability will not be eliminated by society on the road of development. At the same time, the national medium- and long-term planning outline clearly states that "care for every student," To promote the active and lively development of every student, to respect the laws of education and the law of students' physical and mental development, and to provide a suitable education for each student, "this shows that education should be faced with all students as well as taught in accordance with their aptitude. The improvement of learning ability can meet the needs of students' individualized development and find room for their future development. In addition, the primary school stage is the stage of basic education. This study attempts to carry on the primary school student mathematics learning ability enhancement research from the theory and the practice two aspects. First, this article introduces the question raising, the significance of the research in the introduction part. Literature review and research ideas and methods are used to analyze the related concepts of learning ability and the connotation of learning ability, learning ability and mathematics learning ability. Then the structural model of primary school students' mathematical learning ability is put forward and expounded. Then the research moves from theory to practice, taking Kaifeng City, Zhengzhou Erqi District as the object of investigation, and adopting questionnaire. Classroom observation and interview were conducted to investigate the development of pupils' mathematics learning ability from four dimensions: learning motivation, learning perseverance, learning ability and learning creativity. It was found that the current situation of pupils' learning ability was not optimistic. There are some problems: the interest of the junior students in mathematics learning is strong, the middle and high grade students have a downward trend; the goal of mathematics learning is not clear; the sense of achievement of the middle and advanced mathematics learning is not strong; the basic knowledge and basic skills of mathematics learning are not firm. Lack of spatial imagination ability, poor ability to examine problems and analyze problems, insufficient development of logical thinking ability, poor ability of applying knowledge, elementary school students' perseverance in mathematics learning, Creativity is underdeveloped. The main cause of these problems is the negative impact of traditional evaluation systems. Knowledge-oriented classroom teaching leads to the one-sided development of students, the lack of professional accomplishment of "skillful" teachers and the particularity of pupils' physical and mental development need reasonable guidance. Based on this, this paper puts forward the construction strategy of improving pupils' mathematical learning ability. Understand correctly the mathematics learning ability of pupils, understand the importance of improving learning ability; second, teaching content is rich in levels and selectivity, permeate practice, culture and humanity; third, create a variety of learning situations, Increase the interest and life of mathematics learning; 4th, optimize the learning methods of primary school students, carry out effective cooperative learning and inquiry learning; 5th, improve the student evaluation system, create a focus on process and personalized evaluation atmosphere; 6th, Establish mutual respect and love, harmonious and democratic teacher-student relationship.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

【参考文献】