基于掌握学习理论的小学数学转化策略的教学设计研究

发布时间：2018-05-24 08:01

本文选题：小学数学 + 掌握学习理论　；参考：《扬州大学》2017年硕士论文

【摘要】：人才强国,教育是一个国家永恒不变的话题。教育要从娃娃抓起,小学教育是重要的教育阶段,而我国乡村学校基础教育仍处于劣势,学生的基础薄弱、学习的兴趣不高、家长的不重视等因素已成为了妨碍学生发展的绊脚石。如何促进学生能够更好的学习?布鲁姆提出“掌握学习理论”,布鲁姆认为,没有教不会的学生,只要是智力正常的学生,经过老师的课堂教学是能够达到掌握水平的,即使是那些成绩落后的学生,经过老师不断的花时间辅导,对其进行不断的反馈矫正策略也是能使其达到掌握水平的,在及时的反馈之后,如果学生反馈的结果不理想,教师就要对其反馈结果进行分析并采取适合的矫正策略,矫正之后再对其进行测试,测试通过即达到了掌握水平,若测试仍旧未通过,就继续对其进行讲解矫正,循环反复,直至其达到掌握水平为止。掌握学习理论意在通过诊断性测试、学生定向、常规授课、反馈矫正、总结性评价等几个环书,面向全体智力正常的学生,提高其学习成绩。笔者在实习的乡村学校中发现,在五年级下册中,学生关于转化策略这一单元的学习掌握水平较差,在偶然的机会了解到掌握学习理论,认为将掌握学习理论运用到五年级下册转化策略这一章节进行教学研究可能会比较有效果。在进行此教学研究前,我对学生的整体水平做了深入的了解研究,发现乡村学校孩子的学习质量还是有待提高的,且班上学生有两极分化的趋势。在进行教学之前,我对五年级下转化策略教学的课本内容也进行的认真研究,也翻看了前人以往对于转化策略的教学运用了什么样的方式方法及其教学效果,用以借鉴。而后又对掌握学习理论的具体实施环节进行梳理,在脑海中形成将其运用到转化策略教学实施的大体框架。也就是先对学生进行诊断性测验,对学生先前知识到此单元学习的过渡有一个具体定向,然后进行常规授课,在课堂授课时要注意及时的通过提问、作业等方式得到学生具体的学习掌握情况,再就学生的知识掌握情况进行适合的矫正策略,最后再总结性评价将此次掌握学习理论的运用进行综合评价。在本次的将掌握学习理论运用到五年级转化策略的教学研究中,可以从最终的效果分析中看出,还是卓有成效的。在这种理论下,基本每个智力正常的学生都达到了掌握水平。
[Abstract]:Education is an eternal topic for a country. Primary school education is an important stage of education, while basic education in rural schools in China is still at a disadvantage, students' foundation is weak, and their interest in learning is not high. Parents' neglect has become a stumbling block to the development of students. How to promote students to learn better? Bloom puts forward the "mastery learning theory." Bloom believes that students who cannot teach, as long as they are students with normal intelligence, can achieve mastery level through classroom teaching by teachers, even those students who are lagging behind in grades. After the teacher takes the time to tutoring, the constant feedback correction strategy can also make it to the level of mastery, after the timely feedback, if the student feedback results are not ideal, Teachers should analyze their feedback results and adopt appropriate corrective strategies, and then test them after correction. If the test is still not passed, they will continue to explain it and correct it again and again. Until it reaches the level of mastery. The aim of mastering learning theory is to improve students' academic achievement by means of diagnostic test, student orientation, routine teaching, feedback correction, summative evaluation and so on. The author found that in the fifth grade in the rural schools, the students' learning level of the transformation strategy unit was poor, and the learning theory of mastering learning was learned by chance. It is considered that it may be more effective to apply mastering learning theory to the translation strategy of fifth grade. Before carrying out this teaching research, I have made a thorough understanding of the students' overall level, and found that the study quality of children in rural schools still needs to be improved, and the students in the class have a tendency of polarization. Before carrying on the teaching, I also carried on the careful research to the fifth grade transformation strategy teaching textbook content, also looked through the predecessor to transform the strategy teaching to use in the past what way method and the teaching effect, used for the reference. Then it combs the specific implementation of learning theory and forms a general framework to apply it to the implementation of transforming strategy teaching in mind. That is to say, the students are given diagnostic tests first, and there is a specific orientation to the transition of the students' prior knowledge to this unit, and then regular teaching is conducted. In the classroom teaching, attention should be paid to timely passing of questions. The students' specific learning mastery is obtained through homework, and then the appropriate corrective strategies are carried out on the students' knowledge mastery. Finally, the comprehensive evaluation of the application of the mastering learning theory is carried out by summing up the evaluation. Applying mastering learning theory to the fifth grade transformation strategy teaching research can be seen from the final effect analysis, or fruitful. In this theory, basically every normal intelligence students have reached the level of mastery.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

【参考文献】