对拉萨市1-3年级藏族小学生数与运算现状的调查研究

发布时间：2018-05-13 17:09

本文选题：数与运算 + 拉萨市藏族小学生　；参考：《西藏大学》2015年硕士论文

【摘要】：无论是国内还是国外,数学的语言成分在数学教学中越来越受到重视,当前数学课程的一个重要目标就是数学语言学习。教学中的各种数学活动都是以数学语言为基础,表达交流数学思想的。另一方面,数学内容要通过数学语言来实现交流传播。因此,对数学语言掌握的程度会影响学生数学学习成绩的高低。国内外众多学者对数学语言的研究表明,数学语言上的诸多问题是导致学生数学学习困难的原因之一。而数学语言又包括文字语言、图形语言、符号语言,数与运算是特殊的符号语言,这一研究结果激发了笔者立志研究拉萨市1-3年级藏族小学生数与运算学习的兴趣。笔者在访谈和阅读相关文献资料的基础上发现,藏族小学生的数与运算学习普遍存在困难。在实际教学中,常出现这样让人哭笑不得的作业:“‘一条鱼重2分米,一个小孩体重30克’、‘8比7少1,40比41大1’、‘华华比晶晶大3岁,再过5年,华华比晶晶大8岁’……。”如此荒唐的结果让人啼笑皆非。笔者认为,对拉萨市1-3年级藏族小学生数与运算的现状进行研究,找出拉萨市1-3年级藏族小学生数与运算学习中存在的主要问题,将有益于提高藏族小学生数与运算的学习,进而提高数学成绩。本研究运用文献法、问卷法、访谈法,以拉萨市一所重点小学、一所普通小学的1-3年级各一个班的学生为样本,对拉萨市1-3年级藏族小学的数与运算现状进行了调查分析,得出结论:(1)总体上,学生在数与运算理解上的表现并不好;(2)所有被试的表现在年级上不存在显著差异;(3)具体到各维度各年级:一年级表现最好的维度是理解四则运算,然后依次是解决问题,理解数量多少,理解数的大小,理解数的意义。二年级在理解数的意义上表现的最好,然后是理解四则运算和理解数的大小,最后是解决问题。三年级表现最好的维度是理解数的意义,然后是理解数的大小,理解四则运算,理解数量多少,最低的是解决问题;(4)所有被试表现最好的维度是理解数的意义,然后是理解四则运算,理解数的大小,理解数量多少,最后是解决问题。反映出的问题有:(1)学生对数学语言的理解存在问题,表现在学生对符号语言的混淆和对文字语言的不理解;(2)学生对数学语言转换存在问题,表现在图片语言与数字符号语言的转换,文字语言与数字符号语言的转换,数量单位的转换以及转换意识的形成;(3)学生在数与运算应用上存在问题,表现在学生对所学知识与实际应用的脱节,不能在具体的生活情境中理解数的实际意义。针对问题提出了以下建议:(1)教师教学建议:重视对数学语言理解的教学;重视对数学语言转换的教学;重视数与运算在实际问题中应用的教学。(2)学生学习建议:积极参与到数学语言学习中去;注重“听、说、读、写”。
[Abstract]:Whether at home or abroad, the language component of mathematics is paid more and more attention in mathematics teaching. All kinds of mathematics activities in teaching are based on mathematical language to express and exchange mathematical ideas. On the other hand, mathematical content should be communicated through mathematical language. Therefore, the degree of mastery of mathematics language will affect the students' mathematics achievement. Many researches on mathematical language at home and abroad show that many problems in mathematical language are one of the reasons for students' difficulty in learning mathematics. The mathematical language includes written language, graphic language, symbolic language, number and operation is a special symbolic language, this research results inspired the author to study Lhasa 1-3 grades of Tibetan pupils number and arithmetic learning interest. On the basis of interview and reading related literature, the author finds that the learning of numbers and operations of Tibetan pupils is generally difficult. In practical teaching, such difficult assignments often occur:'a fish weighs 2 minutes, a child weighs 30 grams, 8 is 8, 1 is 7, 40 is 41, and Hua Hua is three years older than Jingjing, in five years' time. Hua Hua is 8 years older than Jingjing. " Such an absurd result is ironic. The author believes that the present situation of the number and operation of the Tibetan pupils in grades 1-3 in Lhasa is studied, and the main problems in the learning of the number and operation of the pupils in grades 1-3 in Lhasa are found, which will be beneficial to the improvement of the learning of the number and operation of the Tibetan pupils in Lhasa. And improve math scores. By using literature, questionnaire and interview, the present situation of the number and operation of Tibetan primary schools in grade 1-3 in Lhasa was investigated and analyzed by taking the students of each class of grade 1-3 in a key primary school and a general primary school in Lhasa as samples. Conclusion: 1) on the whole, the students' performance in number and operation understanding is not good. (there is no significant difference in the performance of all subjects in grade. / 3) specific to each dimension and grade: the best dimension of grade one is to understand the four principles. Then solve the problem in turn, understand the quantity, understand the size of the number, understand the meaning of the number. The second grade is the best in the sense of understanding the number, then the understanding of the four principles and understanding the size of the number, and finally to solve the problem. The best dimension of third grade is to understand the meaning of numbers, then to understand the size of numbers, to understand the four principles, to understand the number, and the lowest to solve the problem is to solve the problem. Then understand the four principles, understand the size of the number, understand the number, and finally solve the problem. The problems reflected are: (1) there are problems in students' understanding of mathematical language, which is manifested in students' confusion of symbolic language and their lack of understanding of written language. 2) students have problems with the conversion of mathematical language. It is manifested in the conversion of picture language and digital symbol language, the conversion of character language and digital symbol language, the conversion of quantity unit and the formation of conversion consciousness) the students have problems in the application of number and operation. This is manifested in the disconnection between the knowledge learned and the practical application, and the inability to understand the practical meaning of the number in the specific life situation. This paper puts forward the following suggestions: pay attention to the teaching of mathematical language understanding, pay attention to the teaching of mathematical language conversion; Students' advice on how to actively participate in the study of mathematical language and pay attention to "listening, speaking, reading and writing".
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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