小学生数学策略性知识形成过程研究

发布时间：2018-06-13 06:40

本文选题：小学生 + 策略性知识　；参考：《四川师范大学》2016年硕士论文

【摘要】：策略性知识是一种有关怎样学习、怎样思维的知识,通过策略知识教学可以帮助学生形成学习策略,从而学会学习,学会思考,提高学习的效率和解决问题的能力,从而达到培养学生思维能力和创新能力的目的,真正实现素质教育。传统的数学课堂,教师注重的是知识和技能的传授,对思想方法等策略性知识的重视不够。在新课程理念下,策略性知识日渐受到重视,但是对大多数教师学生来说,数学策略性知识还是一个比较陌生的事物。有一些教师也会在课堂上进行一些渗透,学生也会学到一些策略性知识,但是无论是教师的教还是学生的学,都带有一定的无意识性,目的性不强,因而学生学到的数学策略性知识是零散的,浮浅的,一般停留在感受和初步的了解阶段,根本没有掌握策略,更谈不上运用策略了。正是基于这种现状,本课题深入研究小学生数学策略性知识的形成过程,为数学策略性知识教学提供一些参考,帮助教师转变教育观念,改变教与学的方式,培养学生的思维能力,提高课堂教学的效益,促进学生与教师的和谐发展,提高小学生的数学学习能力。本文首先对研究背景,国内外研究现状,研究的内容、意义和研究方法进行了阐述,发现国内外研究学习策略的时间还不长,但人们却非常关注这一新领域。研究者不仅研究“哪些策略”、“何时与怎样使用策略”,他们更研究“策略的教学”。但是都比较笼统,一般化,具体到某一学科某一阶段学生的学习策略的形成研究较少,特别是小学生数学策略性知识形成的研究更少。其次,本文对数学策略性知识进行了相关理论分析,阐明了策略性知识和数学策略性知识的内涵。第三,本文研究了小学数学中主要有哪些策略性知识,经过研究,发现小学数学中主要有以下一些策略性知识:转化的策略、画图的策略、列表的策略、猜想与尝试的策略、从特例来始寻找规律的策略。第四,本文对小学生数学策略性知识的形成过程进行了探索。数学策略性知识具有以下一些特点:广泛性、隐匿性、概括性、多向性、综合性。在教学中,策略性知识一般需要经历了解阶段、转化阶段、转化阶段这三个阶段才能形成。根据小学生的认知特点和数学策略性知识的特点,在教学中,小学生数学策略性的形成应该经历4个阶段。第一阶段:策略性知识的感知阶段;第二阶段:策略性知识的体验阶段;第三阶段:策略性知识的构建阶段;第四阶段:策略性知识的提升阶段。由此,本文提出数学策略性知识的教学策略有:化隐性为显性;加强教学的活动性;反复渗透,循序渐进地进行教学。本文又以具体课例“鸡兔同笼”问题为例谈了策略性知识教学的一般过程:自主探究,感知策略性知识;互动交流,体验策略性知识;归纳提炼,构建策略性知识;练习巩固,提升策略性知识。第五,为了验证策略性知识教学的效果,本文设计了调查问卷,并在两个班进行了教学实验。通过问卷调查分析和两个班进行教学实验的结果发现:进行策略性知识教学后,课堂教学效益、学生的思维能力和数学学习能力都得到了显著提高。
[Abstract]:Strategic knowledge is a kind of knowledge about how to learn and how to think. Through the teaching of strategic knowledge, it can help students to form learning strategies, learn to learn, learn to think, improve the efficiency of learning and solve problems, so as to achieve the purpose of cultivating students' thinking ability and innovation ability, and truly realize quality education. In mathematics class, teachers pay attention to the imparting of knowledge and skills, and not enough attention to strategic knowledge such as ideological methods. Under the new curriculum concept, strategic knowledge is being paid more and more attention, but for most teachers, mathematical strategic knowledge is still a relatively strange thing. Some teachers will also do some in the classroom. Infiltration, students will also learn some strategic knowledge, but whether teachers or students' learning, all with a certain sense of unconsciousness, the purpose is not strong, so the students learned mathematical strategic knowledge is scattered, shallow, generally staying in the feeling and initial stage of understanding, there is no strategy, let alone the use of strategies. On the basis of this situation, this topic is to study the formation process of primary school mathematics strategic knowledge, to provide some reference for the teaching of mathematical strategic knowledge, to help teachers to change their educational ideas, to change the way of teaching and learning, to cultivate the students' thinking ability, to improve the efficiency of the classroom teaching and to promote the harmonious development of the students and teachers. First of all, this paper expounds the background of the study, the present situation at home and abroad, the content of the research, the significance and the research methods, and finds that the time for studying learning strategies at home and abroad is not long, but people are very concerned about this new field. They are more general and general. There are few studies on the formation of students' learning strategies at one stage of a certain subject, especially the study of the formation of mathematical strategic knowledge in primary school students. Secondly, this paper analyses the strategic knowledge of mathematics and clarifies strategic knowledge. The connotation of strategic knowledge of knowledge and mathematics. Third, this paper studies the main strategic knowledge in primary school mathematics. After research, it is found that there are some strategic knowledge in Primary Mathematics: the strategy of transformation, the strategy of drawing, the strategy of list, the strategy of conjectures and attempts, and the strategy of finding the law from the special case. Fourth, this paper The formation process of primary school students' mathematical strategic knowledge is explored. Mathematical strategic knowledge has the following characteristics: universality, concealment, generality, multidirectional, comprehensive. In teaching, the strategic knowledge usually needs to experience the three stages of knowledge, transformation stage and transformation stage. According to the cognitive characteristics of primary school students The characteristics of point and mathematical strategic knowledge, in the teaching, the formation of primary school students' mathematical strategy should go through 4 stages. The first stage: the cognitive stage of strategic knowledge; the second stage: the experiential stage of strategic knowledge; the third stage: the construction stage of strategic knowledge; the fourth stage: the promotion stage of strategic knowledge. The teaching strategies of mathematical strategic knowledge include: recessive and dominant; strengthening the activity of teaching; repeated infiltration and progressive teaching. This article also talks about the general process of strategic knowledge teaching with the specific example of "chicken and rabbit with the cage" problem: independent inquiry, sense of strategic knowledge; interactive communication, experience strategic knowledge; return. In order to verify the effectiveness of strategic knowledge teaching, fifth, this paper designed a questionnaire and carried out a teaching experiment in two classes. The results of a questionnaire survey and two classes were carried out in the teaching experiment. After the teaching of strategic knowledge, the classroom teaching efficiency was carried out. The students' thinking ability and mathematics learning ability have been significantly improved.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.5

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