内蒙古自治区五年级学生数学运算能力现状及发展

发布时间：2018-05-24 09:47

本文选题：课程标准 + 五年级学生　；参考：《中央民族大学》2016年硕士论文

【摘要】：在《义务教育数学课程标准(2011年版)》中,运算能力首次以核心概念之一的身份出现在课程标准中,引起了专家、学者以及一线教师的广泛关注。在课程标准新增的10个核心概念中,运算能力是比较新的一个提法。虽然运算能力的提法比较新,但是其历史却由来已久。课程标准对运算能力要求也在不断的变化。近年来课程标准逐渐删减“繁难偏旧”的内容,但是却出现了不少关于学生的运算能力水平逐渐下降的声音,运算能力贯穿中小学教学的始终,是小学教学阶段的重中之重。本文主要研究内蒙古自治区13所学校五年级的583名小学生的运算能力现状。为了衡量运算能力,本人依据课程标准及课程标准解读对运算能力的解释提出了3条标准,在此标准下,将运算能力划分为4个水平,然后对每一位五年级学生测试卷的作答给出相应的水平,以此得到小学生运算能力水平的现状。在此基础上本人主要从以下几个角度对内蒙古自治区五年级学生的运算能力现状进行了分析并得到以下结论：1.对于汉语教学的学生,学生整体的运算能力水平比较理想,有87%的学生的运算能力水平达到水平3；省会、市级、县级学校学生的运算能力水平基本一致,达到水平3的学生比例最大；但是在对4类题目进行分析时发现,市级学校学生在4类题目上的运算能力水平比省会学校略好。2.对于蒙语教学的学生,学生整体运算能力水平达到水平2与水平3的比例达到88%,水平1的学生比例为5%,说明了蒙语教学的学生的运算能力基本上不存在“理解算理”方面的问题；县级学校学生的运算能力水平略低与省会、市级学校学生,但是具体从4类题目的表现来看,县级学校的运算能力水平与省会、市级学校相比,不存在太大的差异。3.因蒙古族学生可以采用两种不同的授课方式进行学习,因此对这两种不同的授课方式所达到的运算能力进行分析,发现由于语言、文字理解的障碍,使得蒙授的蒙古族学生的运算能力在第二类、第三类题目上略显不足；但是对于运算能力的根本,即“算理”的理解,蒙授学生掌握的比较好。由以上几个角度的分析结果,发现影响学生运算能力水平出现差异的主要原因是第二类、第三类题型运算能力水平的不同。基于以上结果,本文在第五章为提高学生的运算能力提出几点思考意见。
[Abstract]:In the Mathematics Curriculum Standard of compulsory Education (2011 Edition), the arithmetic ability appears in the curriculum standard as one of the core concepts for the first time, which has aroused the widespread concern of experts, scholars and first-line teachers. Among the 10 core concepts added to the curriculum standard, computing power is a relatively new term. Although the concept of computational power is relatively new, it has a long history. The requirements of the curriculum standards for computing ability are also constantly changing. In recent years, the curriculum standard has gradually cut down the contents of "complicated and difficult partial to the old", but there has been a lot of voices about the students' ability to calculate, which runs through the teaching of primary and secondary schools, and is the most important part of the primary school teaching stage. This paper mainly studies the present situation of 583 pupils in fifth grade in 13 schools in Inner Mongolia Autonomous region. In order to measure the operational ability, I put forward three standards according to the curriculum standard and the interpretation of the curriculum standard. Under this standard, the arithmetic ability is divided into four levels. Then the paper gives the corresponding level of each fifth grade student's test paper, so as to get the present situation of the elementary school students' operational ability. On this basis, I mainly from the following points of view of the fifth grade students in Inner Mongolia Autonomous region of the analysis of the current situation of computing ability and the following conclusions: 1. For the students in Chinese teaching, the overall level of operation ability of the students is relatively ideal, and 87% of the students reach the level of 3 levels; the students of provincial, municipal and county schools have the same level of operation ability. The proportion of students who reached level 3 was the largest, but when analyzing the four kinds of problems, it was found that the students of municipal schools had a little better operation ability on the four kinds of problems than the provincial schools. For Mongolian students, The ratio of level 2 to level 3 is 880.The proportion of students at level 1 is 5, which shows that there is no problem of "understanding arithmetic" in the students' operation ability of Mongolian language teaching. The level of calculation ability of county school students is slightly lower than that of provincial capital and city school students, but from the performance of four kinds of problems, the level of computing ability of county school is not much different from that of provincial capital school and city school. Because Mongolian students can use two different teaching methods to learn, so this paper analyzes the arithmetic ability of these two different teaching methods, and finds out that because of the obstacles of language and character understanding, So that Mongolian students in the second category, the third category of the topic slightly inadequate; but for the basic operation ability, that is, the understanding of "arithmetic", Mongolian students master better. From the above analysis results, it is found that the main reasons that affect the students' operational ability are the difference between the second type and the third type. Based on the above results, the fifth chapter of this paper puts forward some suggestions for improving the students' computing ability.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.5

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