小学高年级学生数学基本活动经验的调查与实践研究

发布时间：2018-05-26 15:58

本文选题：小学生 + 数学基本活动经验　；参考：《广西师范学院》2015年硕士论文

【摘要】：近年来,随着我国数学课程改革的不断深入和推进,人们开始重视对创新型人才的培养,意识到教育应该从基础教育抓起,培养和重视小学生的数学洞察能力和动手实践能力的提升,发展其数学思维,强调能综合运用数学知识经验解决问题的能力,从而达到全面提高国民数学素养的宏伟目标。2011年《义务教育数学课程标准》(以下简称《标准》)的基本理念提出“四基”的要求,即:由原来只注重“数学基本知识”和“数学基本技能”的形成,转变为在“双基”基础上还应重视“数学基本思想”和“数学基本活动经验”的获得和积累。该理念的提出扭转过去只“重结果、轻过程”的教育局面,给广大的教育工作者敲响了一次警钟。但这种理念上的更新是否真的普及大众还是只有少数教师了解?理念更新后是否又将其落到实处,真正放到日常的教育教学中呢?不少学者针对数学基本活动经验的内涵、分类、特征及其实施的教学策略做了研究,但在如何评价学生数学基本活动经验的积累程度的问题上存在疑惑。究竟当前小学高年级学生的数学基本活动经验的积累情况如何?作为一线教师又应如何正确评价学生数学活动经验的积累程度及应采取什么教学策略来帮助其积累呢?本课题围绕这些问题展开调查和研究,希望能给予广大教师对帮助学生积累数学基本活动经验一些启示。本研究以小学高年级学生的日常学习情况和经验为切入点,从理论与实践两层面对其数学基本活动经验的积累情况进行探究,以期能找到帮助其积累数学活动经验的有效策略。主要分为四个部分:第一部分是文献综述,通过查阅国内外文献,系统地概括和罗列关于数学基本活动经验的研究情况和最新成果,在有了坚实理论的指导下进行论文实践工作的开展。经笔者阅读发现,我国学者对于如何检测和评价学生数学基本活动经验的积累程度存在困惑,如何开展关于学生数学基本活动经验的实践研究成为当前亟需解决的问题。第二部分是笔者在总结前人研究的基础上,界定出数学基本活动经验的内涵,依据学生参与数学活动的不同和逻辑思维顺序,将数学基本活动经验划分为感官知觉经验、猜想证明经验、操作实践经验、判断表达经验、策略方法经验和应用拓展经验六个维度,并对数学基本活动经验的教育价值进行了探讨。第三部分是开展实践研究,对小学高年级学生现阶段的数学基本活动经验情况做调查和分析。分别编制了两套不同年级的测试卷,测试题目以小学生的心理年龄特征、认知水平和数学基本活动经验的维度划分为参考依据,采用SPSS17.0软件对测试结果进行系统分析,同时结合定性分析法,将学生的答题情况原始呈现出来。第四部分是结合两个具体的教学案例,以数学基本活动经验的维度划分为框架来解析,提供帮助小学生有效积累数学基本活动经验的教学策略:一是认真研读课标、全面解析教材,充分了解教材编者的意图;二是针对小学生学习、生活的实际情况和认知范围,有目的地组织和开展数学活动,注重数学活动的启发性、有效性和创新性。
[Abstract]:In recent years, with the continuous deepening and advancement of mathematics curriculum reform in China, people begin to attach importance to the cultivation of innovative talents, realize that education should be taken from basic education, cultivate and attach importance to the improvement of primary school students' ability in mathematical insight and practical practice, to develop their mathematical thinking, and to emphasize the comprehensive use of mathematical knowledge and experience to solve the problem. The ability to solve the problem, so as to achieve the grand goal of improving the literacy of national mathematics, the basic idea of "compulsory education mathematics curriculum standard >" (hereinafter referred to as < standard >) in.2011, put forward the requirement of "four bases", that is, the formation of "basic knowledge of mathematics" and "basic mathematical ability" of "Mathematics" is transformed into "double base". We should pay more attention to the acquisition and accumulation of "basic mathematics" and "basic mathematics activities". The idea of reversing the past education situation of "heavy results and light process" has rounded the alarm clock for the majority of educators. Will it be put into practice and really put into the daily education and teaching? Many scholars have studied the connotation, classification, characteristics and teaching strategies of basic mathematics activities, but there are doubts on how to evaluate the accumulation of basic activities of mathematics in students. How is the accumulated experience of the basic mathematics activities of the students? As a first-line teacher, how to correctly evaluate the accumulation of the experience of the students' mathematical activities and what teaching strategies should be taken to help them accumulate? This topic is to investigate and study these problems, hoping to give the majority of teachers to help students accumulate basic mathematics. This study takes the daily learning situation and experience of primary grade students as the breakthrough point, and explores the accumulation of basic mathematical activities from the two layers of theory and practice in order to find effective strategies to help them accumulate mathematical experience. The main part is divided into four parts: the first part is the literature review. By reviewing the literature at home and abroad and systematically summarizing the research and latest achievements on the basic activities of mathematics, we have carried out the practical work of the paper under the guidance of a solid theory. The author's reading shows that there are puzzles in how to detect and evaluate the accumulation of basic mathematical activities of the students. How to carry out the practical research on the basic activities of students' mathematics has become an urgent problem to be solved. The second part is that on the basis of summarizing the previous research, the author defines the connotation of the basic experience of mathematics, and divides the basic experience of mathematics into the senses according to the students' participation in the different mathematical activities and the logical order of thinking. Perceptual experience, conjecture proved experience, practice experience, judgment of expression experience, strategy and method experience and application to expand experience six dimensions, and discuss the educational value of basic mathematics activity experience. The third part is to carry out practical research, to investigate and divide the basic activities of primary school students at the present stage of mathematics. Two sets of test papers of different grades were compiled. The test subjects were divided into reference basis for the psychological age characteristics of primary school students, the cognitive level and the basic experience of mathematics activities. The test results were systematically analyzed by SPSS17.0 software, and the students' answers were first presented by the qualitative analysis method, fourth. Part of the two specific teaching cases, the basic mathematical activities of the basic activities of the framework to be divided into a framework to provide help pupils to effectively accumulate mathematical experience of the basic activities of teaching strategies: first, careful study of the curriculum, comprehensive analysis of teaching materials, fully understand the intention of the textbook editor, and the two is to study the actual life of primary school students. To organize and carry out mathematical activities purposefully, and to focus on inspiring, effective and innovative mathematics activities.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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