小学数学学习中学具使用有效性的研究

发布时间：2018-03-31 06:19

本文选题：小学数学教学　切入点：学具　出处：《湖南师范大学》2015年硕士论文

【摘要】：数学这门学科不同于其他学科,其逻辑性、抽象性很强。而小学阶段正处于由具体形象思维向抽象逻辑思维过渡的时期,因此在小学数学教学中,合理、有效地使用学具,让动手操作与动脑思考联系起来,不仅能培养学生学习数学的兴趣,还能化枯燥为生动、化抽象为具体,激发学生积极的思维,有效提高数学教学效率。因此,学具有效使用的研究是小学数学课堂教学改革中不可忽视的一个重要方面。通过对湘潭市6所学校10个班级526名学生进行问卷调查,对17位一线数学教师进行访谈,我们发现,目前市内大部分小学的学具数量和种类都不齐全,且人教版数学教材刚刚改版,配套学具跟不上。大部分学校的学具使用管理处于无人监管的状态,部分教师因为没有及时得到配套学具而放弃了学具的使用,也有些教师认为相关学具不实用而不太使用学具教学,还有的教师觉得多媒体教学相比学具更省事好用而很少使用学具教学。即使使用了学具教学,大部分教师也是把学生的学具操作过程当成一种活跃课堂气氛的手段,流于形式,在教学中出现了学具操作无目的、学具操作形式单一和课堂混乱的现象。小学数学教学中指导学生使用学具方面的实际研究很少,广大教师对学生如何利用学具学习数学普遍缺乏系统思考,导致学具使用低效甚至无效,学生的主体地位得不到充分的发挥,也不利于学生数学知识体系的建构。教师们希望学校能及时配备齐全、配套、实用和有创意的学具材料,更希望上级部门能提供相关学具教学方面的指导,具体给他们提供优秀的教学设计和指导建议。基于小学数学“学具不配套、教师排斥学具、教学呈现低效”的现状和老师们的要求,我认为,小学数学教学需要进一步丰富和开发小学数学学具产品,需要重视学具在使用中的调控,还需要加强小学数学学具的科学管理,并且要克服学具在使用中可能出现的负作用,这样才能切实提高小学数学学习中学具使用的有效性。
[Abstract]:Mathematics this discipline is different from other disciplines, its logic, abstractness is very strong.The primary school stage is in the transition period from concrete image thinking to abstract logical thinking. Therefore, in the elementary school mathematics teaching, we should use learning tools rationally and effectively, so that hands-on operation can be connected with thinking in the brain.It can not only cultivate students' interest in learning mathematics, but also turn boredom into vividness, abstract into concrete, stimulate students' positive thinking, and effectively improve the efficiency of mathematics teaching.Therefore, the study of effective use of learning is an important aspect in the reform of primary school mathematics classroom teaching.Through a questionnaire survey of 526 students from 10 classes in 6 schools in Xiangtan City and interviews with 17 first-line mathematics teachers, we find that the number and types of learning tools in most primary schools in the city are not complete at present.And the education version of mathematics textbooks have just been revised, supporting learning can not keep up with.The use management of learning tools in most schools is in an unsupervised state. Some teachers give up the use of learning tools because they did not get the matching tools in time. Some teachers think that the relevant learning tools are not practical and do not use them too much in teaching.Some teachers think that multimedia teaching is easier to use than learning tools.Even if learning tools are used in teaching, most teachers regard the operation process of students' learning tools as a means of active classroom atmosphere, which is a mere formality.Learning has a single form of operation and classroom chaos.There is little practical research on guiding students to use learning tools in primary school mathematics teaching. Teachers generally lack systematic thinking on how to use learning tools to study mathematics, which leads to inefficient or even ineffective use of learning tools.The main body position of students can not be given full play, and it is also unfavorable to the construction of students' mathematical knowledge system.Teachers hope that the school can be equipped in time, complete, practical and creative learning materials, but also hope that the higher departments can provide guidance on the relevant learning tools teaching, and provide them with excellent teaching design and guidance suggestions.Based on the fact that primary school mathematics is not matched, teachers reject learning tools, and teaching is inefficient, I believe that primary school mathematics teaching needs to further enrich and develop primary school mathematics learning tools.It is necessary to attach importance to the regulation and control of learning tools in use, to strengthen the scientific management of learning tools in primary schools, and to overcome the possible negative effects of learning tools in the use of learning tools, so as to effectively improve the effectiveness of the use of learning tools in primary school mathematics learning.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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