小学数学练习课变式教学存在的问题及策略研究

发布时间：2018-05-30 17:53

本文选题：小学数学 + 练习课　；参考：《宁波大学》2017年硕士论文

【摘要】：创新力是当代社会的主旋律,小学数学课堂教学是培养学生这种能力的起点。新课改的核心理念就是一切为了学生的发展,使得人人都能够获得良好的数学教育。[1]对于小学数学方面的研究从理论到实践都特别多,可是细心整理才发现在众多的研究当中都是重点对新授课这一个课型的研究,而对于数学当中的其他课型(比如练习课、复习课)研究的比较少,因此本课题选择研究小学数学练习课这一课型,希望能够通过自己的研究去充实练习课的研究这一部分,从而引起大家对练习课这一课型的重视,而练习课当中的重点就是变式,变式教学一直都是中外学者研究的热点,于是笔者尝试以中国传统的变式教学作为载体来展开研究。通过对小学数学练习课变式教学进行问卷和访谈相结合的调查方式探究其存在的问题,然后结合中国古代老子道家的哲学思想,辩证地论述“道”与“变”的关系:“道”即本原是不变的,“变式教学”是在“变中抓不变”。从老子道家的核心价值理念“道”出发,通过对道家原典文本的解读,将老子道家的思想概括为“道法自然”、“无为而治”、“知足知止”三个方面。老子道家的思想不仅在思想上与练习课变式教学是一脉相承、同气连枝,而且还为练习课变式教学存在的问题提供理论策略指导:“道法自然”要求教师要处理好师生之间的关系,在师生和谐统一的关系下进行练习课变式教学;“无为而治”要求教师要尊重变式教学规律,按变式教学原则进行练习课变式教学;“知足知止”要求教师在练习课变式教学中要合理适度的进行变式,避免陷入题海战术。不仅要从理论层面给予策略更加要从实践层面给予策略,每条理论策略之后都有相应的优秀教学片段,这些能够为广大一线教师在实际练习课变式教学中提供参考和教学思路。用老子道家思想在思想理论上充实一线教师的意识,用相应的教学片段来具体指导一线教师的实际教学。论文最后还构建了“S”型教学模型,本模型是基于各种理论基础以及学生的思维发展水平而搭建的一种练习课变式教学模型,也是供广大一线教师参考。
[Abstract]:Innovation is the main melody of the contemporary society, and primary school mathematics classroom teaching is the starting point of cultivating students' ability. The core idea of the new curriculum reform is that everything is for the development of students, so that everyone can get a good mathematics education. [1] there is a great deal of research on mathematics in primary schools, from theory to practice. However, it was only after careful sorting out that among the many studies, the focus was on the study of a new class, while the study of other classes in mathematics (such as exercise, review) was less. Therefore, this topic chooses to study the primary school mathematics practice class, hoping to enrich the study part of the practice class through its own research, thus causing everyone to pay attention to the practice class. The focus of the exercise class is variant, and variant teaching has always been the hot spot of Chinese and foreign scholars, so the author tries to use the Chinese traditional variant teaching as the carrier to carry out the research. Based on the questionnaire and interview, this paper probes into the existing problems, and then combines the philosophy of Laozi Taoism in ancient China. The relationship between Tao and change is dialectically discussed. Starting from the core value of Laozi Taoism, Tao, through the interpretation of the original text of Taoist Taoism, the author generalizes Laozi's thoughts into three aspects: "Taoist nature", "doing nothing to rule", and "contentment and contentment". The thoughts of Laozi Taoists are not only in line with the practice class variant teaching, but also in the same breath. It also provides theoretical and strategic guidance for the problems existing in variant teaching of practice lesson: "Taoism nature" requires teachers to handle the relationship between teachers and students well, and to carry out practice course variant teaching under the harmonious and unified relationship between teachers and students; "governing without action" requires teachers to respect the law of variant teaching, to carry out practice course variant teaching according to the principle of variant teaching, and "contentment and contentment" requires teachers to reasonably and moderately carry out variation in practice class variant teaching so as to avoid falling into the tactics of inscription. It is necessary not only to give the strategy from the theory level but also to give the strategy from the practice level. There are corresponding excellent teaching fragments after each theoretical strategy, which can provide reference and teaching ideas for the teachers in the practical practice course variation teaching. Laozi Taoism is used to enrich the teachers' consciousness in ideology and theory, and the corresponding teaching fragments are used to guide the practical teaching of first-line teachers. At the end of the paper, the "S" type teaching model is constructed, which is based on various theories and students' thinking development level, and it is also a kind of teaching model of practice course variation, which is also for the reference of the majority of front-line teachers.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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