小学数学教材例题的情境性和功能性研究

发布时间：2018-07-07 18:06

本文选题：小学数学教材 + 例题　；参考：《中央民族大学》2017年硕士论文

【摘要】：教材在学校课堂的教学过程中具有至关重要的作用,是教师"教"与学生"学"的重要媒介。教材的编写质量对教学质量有着重要的影响,因此,教材的编写研究也受到了越来越多的关注。目前,就小学数学教材而言,国内外很多学者都做了研究,但针对小学数学教材中例题的研究还比较少,并且涉及教材例题功能方面的研究尚不够深入,教材例题的情境设置及其功能应用方面的挖掘程度还有待提高,这是当前小学数学教材例题亟需解决的问题。基于此,本文对我国小学数学教材例题的情境性与功能性进行了研究。主要内容及结论如下:1、对人教版、北师版、西师版三个版本小学数学教材例题的情境进行分析,通过文献分析得到的前人情境分类,并结合这三个版本教材的自身特点,进而形成本文情境分类的基础。本文将例题情境分为五类:无情境、个人生活情境、社会生活情境、其他学科情境、动画情境。2、比较三版本教材在例题情境因素上的异同点,总结出小学数学教材例题的情境分布特点:生活情境(包括个人生活情境和社会生活情境)占比较高,其次是无情境,而动画情境和其他学科情境的比重较低。3、对人教版、北师版、西师版三版小学数学教材例题的功能进行分析,通过文献分析得到的前人功能分类,并结合这三个版本教材的自身特点,形成本文例题功能分类的基础。本文将例题功能分为六类:理解概念、巩固知识、思维训练、培养动手操作、锻炼观察力、解决实际问题。4、比较三版本教材在例题功能因素上的异同点,总结出小学数学教材例题的功能分布特点:巩固知识类题目居多,其次是解决实际问题类,接着依次是理解概念、思维训练、培养动手操作和锻炼观察力四种功能。5、先将三版本例题看作一个整体,分析小学数学教材例题的情境性因素和功能性因素之间的关系。接着分版本、分知识领域来探讨例题情境和功能的关系,并作比较研究。结果发现例题功能与情境具有正相关的关系,即情境越复杂例题具有的功能就越强。另外,发现无情境和巩固知识功能的关联度最高,这说明无情境的例题主要是用来巩固知识;而其他学科情境和锻炼观察力功能之间的关联度最低,几乎不相关。6、对以上的研究结果进行分析讨论,得出本文的结论和建议:①在例题情境设置方面,应该适当降低例题无情境的比例,增加其他学科情境类例题的数量。②在例题功能设置方面,例题在各功能上的分布基本合理,但是涉及的功能类型较少,因此,今后的例题编写可以适当增加一些涉及其他功能的例题,比如培养数学表达能力、团队合作能力、阅读理解能力等等。③在此基础上,本文认为应该增强生活情境与思维训练、培养动手操作、锻炼观察之间的关联度。
[Abstract]:Teaching materials play an important role in the process of classroom teaching and are important media for teachers to teach and students to learn. The compiling quality of teaching material has an important influence on teaching quality, therefore, the research on the compilation of teaching material has been paid more and more attention. At present, many scholars at home and abroad have done research on primary school mathematics teaching materials, but the research on examples in primary school mathematics textbooks is still relatively few, and the research on the function of textbook examples is not deep enough. The situation setting and function application of textbook examples need to be improved, which is an urgent problem to be solved. Based on this, this paper studies the situational and functional aspects of mathematical teaching materials in primary schools in China. The main contents and conclusions are as follows: 1. This paper analyzes the situation of three versions of elementary school mathematics teaching materials, namely, the people's Education Edition, the Northern teacher's Edition and the Western teacher's version, and classifies the predecessors' situations through the literature analysis, and combines the characteristics of the three versions of the textbooks. And then form the basis of situation classification in this paper. In this paper, the sample situation is divided into five categories: no situation, personal life situation, social life situation, other subject situation, animation situation. The characteristics of situation distribution of mathematics teaching materials in primary school are summarized as follows: life situation (including personal life situation and social life situation) is relatively high, followed by no situation, but the proportion of animation situation and other subject situation is low. This paper analyzes the function of the examples of elementary school mathematics textbooks in Beishi Edition and West normal University Edition, and combines the characteristics of these three editions of textbooks to form the basis of the functional classification of the examples in this paper. In this paper, the functions of examples are divided into six categories: understanding concepts, consolidating knowledge, training thinking, training hands-on operation, exercising observation, solving practical problems. The functional distribution characteristics of the examples of primary school mathematics teaching materials are summarized: the consolidation of knowledge is the most, the next is solving the practical problems, and then the understanding of concepts, the training of thinking, In order to cultivate the four functions of hands-on operation and exercise observational ability, the three versions of examples are regarded as a whole first, and the relationship between situational factors and functional factors in the examples of primary school mathematics textbooks is analyzed. Then, it discusses the relationship between case and function in the domain of knowledge, and makes a comparative study. The results show that there is a positive correlation between the case function and the situation, that is, the more complex the situation, the stronger the function. In addition, there was the highest correlation between context-free and knowledge consolidation, which indicated that situational examples were mainly used to consolidate knowledge, while other disciplines had the lowest correlation between situational and observational functions. Almost irrelevant. 6, the above research results are analyzed and discussed, and the conclusion and suggestion of this paper is that the proportion of cases without situation should be appropriately reduced in the aspect of setting up the situation of the example. Increase the number of other subject case examples .2 in terms of the functional setting of the examples, the distribution of each function of the examples is basically reasonable, but the number of functional types involved is relatively small, so, In the future, we can add some examples involving other functions, such as cultivating mathematical expression ability, teamwork ability, reading comprehension ability and so on. 3. On this basis, this paper holds that life situation and thinking training should be strengthened. Cultivate hands-on operation, exercise the correlation between observation.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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