1949—2000年中国小学数学教学方法的沿革研究

发布时间：2018-06-30 04:13

本文选题：小学数学 + 教学方法　；参考：《杭州师范大学》2015年硕士论文

【摘要】：新中国成立至二十世纪末期(1949-2000),中国小学数学教学方法的变化与发展可以大致分为三个时期:借鉴与探索期(1949-1965)、破坏与停滞期(1966-1966)、发展与创新期(1977-2000)。在借鉴与探索期,凯洛夫的五环节教学法成为建国初期小学数学教学方法的标准范式;当我国教育界开始意识到这种机械照搬的弊端时,教学方法的改革就进入了与本土教学实际相结合的探索阶段,在这一阶段精讲多练、启发式教学法等教学方法的改革实验得到广泛开展;借鉴与探索期,小学数学教学方法呈现出如下特点:政治色彩鲜明;教学方法单一且形式化,重基础知识传授,忽视基本能力训练;教学方法改革先搬后化,有待深入;建国前引进的教学方法基本被全盘否定,未取其精华。破坏与停滞期,教学方法的改革经历了“文革”十年的浩劫,除三算结合迎合了当时教育与生产劳动相结合的政策以外,其他教学方法皆无迹可寻。可以说这一时期最为显著的特点是,政治成为决定一切的因素。文革结束后,小学数学教学方法也进入了发展与创新的新时期,这一时期尝试教学法、四性教学法、六因素单元教学法、实际操作法等等使教学方法领域呈现出欣欣向荣的新气象。与前两个时期相比,特点更加鲜明:首先,教学方法改革沿着继承、吸收、创新的道路进行;其次,教学方法改革逐步深入,科学性越来越强;再次,以发展学生智力、让学生学会学习为出发点和落脚点,以注重学生健康为关键点;然而,教学方法改革大潮中盲目跟风与淡漠推广的现象并存。如何妥善处理知识传授与发展能力、经验借鉴与自主探索、继承与创新、基础理论与实践变革之间的关系,是小学数学教学方法的沿革过程中一直受到关注但仍需努力解决的核心问题。本论文由五个部分组成:第一部分阐述研究背景及意义、概念界定、时间范围与阶段划分、研究综述、研究方法;第二、三、四部分分别梳理了“借鉴与探索期”(1949-1965)、“破坏与停滞期”(1966-1976)、“发展与创新期”(1977-2000)三个时期小学数学教学方法沿革的背景、内容及特点;第五部分剖析了教学方法沿革的外部与内部动因,发展趋势以及对小学数学教学方法沿革的反思与启示。
[Abstract]:From the founding of New China to the end of the 20th century (1949-2000), the change and development of mathematics teaching methods in primary schools in China can be divided into three periods: the period of reference and exploration (1949-1965), the period of destruction and stagnation (1966-1966), the period of development and innovation (1977-2000). During the period of reference and exploration, Kelov's five-link teaching method became the standard paradigm of elementary school mathematics teaching method in the early days of the founding of the people's Republic of China. The reform of teaching methods has entered the exploration stage of combining with the local teaching practice. In this stage, the reform experiments of teaching methods, such as intensive teaching and more practice, heuristic teaching methods and so on, have been widely carried out, and the period of reference and exploration has been used for reference. The teaching methods of mathematics in primary school show the following characteristics: the political color is bright, the teaching method is single and formalized, the basic knowledge is imparted, and the basic ability training is neglected, the reform of teaching method needs to be carried out first, and then to be further developed. The teaching methods introduced before the founding of the people's Republic of China were completely denied, and the essence of them was not taken. During the period of destruction and stagnation, the reform of teaching methods experienced the "Cultural Revolution" ten years of catastrophe, except for the combination of three calculations and the policy of combining education and productive labor at that time, the other teaching methods were nowhere to be found. It can be said that the most prominent feature of this period is that politics is the determining factor. After the Cultural Revolution, the teaching methods of mathematics in primary school also entered a new period of development and innovation. In this period, try teaching method, four sex teaching method, six factor unit teaching method, The actual operation method and so on causes the teaching method domain to present the flourishing new atmosphere. Compared with the first two periods, the characteristics are more distinct: first, the reform of teaching methods is carried out along the way of inheritance, absorption and innovation; secondly, the reform of teaching methods is gradually deepening and becoming more and more scientific, and thirdly, to develop students' intelligence, Let the students learn to study as the starting point and the foothold, pay attention to the students' health as the key point; however, the phenomenon of blind follow the wind and indifferent promotion coexist in the tide of teaching method reform. How to properly deal with the relationship between knowledge imparting and development ability, experience reference and independent exploration, inheritance and innovation, basic theory and practical change, Is the primary school mathematics teaching method evolution process has been paid attention to, but still needs to solve the core problem. This paper is composed of five parts: the first part describes the research background and significance, the definition of concept, the time range and phase division, research review, research methods; second, third, The four parts respectively combed the background, content and characteristics of the evolution of primary school mathematics teaching methods in three periods: the period of reference and exploration (1949-1965), the period of destruction and stasis (1966-1976) and the period of development and innovation (1977-2000). The fifth part analyzes the external and internal causes of the evolution of teaching methods, the development trend and the reflection and inspiration to the evolution of primary school mathematics teaching methods.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

【相似文献】