重庆市沙坪坝区R小学数学课程中“小数”教学的现状及对策研究

发布时间：2018-07-26 10:12

【摘要】：小数,是数与代数领域中不可或缺的重要内容,是小学数学课程内容的重要组成部分。它与整数和分数既联系紧密又容易产生混淆。小数的教学相对于分数的教学来说,较为容易一些。但教学实践表明,小数教学中还存在着不少的问题。因此,有必要针对小数教学的现状与问题进行探究,以期能帮助学生更好地掌握小数的知识。本研究采用调查法、课堂观察法以及访谈法,深入了解了R小学“小数”教学的现状及其存在的问题,并据此提出相应的建议和对策。本研究结论如下:(1)学生学习小数时容易受整数旧知的影响;学生用概念图表示小数分类有障碍;学生小数的图像表征情况良好。(2)学生对小数运算结果的数感较弱;学生小数计算算理和算法的数学语言表达能力不强;教师在教学中过度重视讲授小数计算的算法,忽略学生对算理的感知和内化。(3)学生对小数稠密性的理解没有问题,但易混淆不同单位进率之间的关系;解决有关小数的实际问题时,学生表现出生活经验不足;教师教授学生解题策略单一化;教师未把握好小数“生活化”与“数学化”的有效结合。(4)针对R小学“小数”教学中存在的问题,本文提出了以下对策:加强辨识小数和读写小数中的反例教学;加强小数教学中的联系性(包括小数与旧知的联系、计数单位间的联系以及小数与生活的联系);注重图像表征在小数教学中的运用(充分发挥图像表征在理解小数时的优势作用,用概念图增进学生小数的意义学习);注重小数教学中学生算理的理解(加强学生数学语言的表达和借助具体直观模型以帮助学生理解小数计算算理);注重学生小数数感的培养。
[Abstract]:Decimal is an indispensable content in the field of number and algebra, and it is an important part of mathematics curriculum in primary school. It is closely related to integers and fractions and easily confused. Fractional teaching is easier than fractional teaching. But teaching practice shows that there are still many problems in decimal teaching. Therefore, it is necessary to probe into the present situation and problems of decimal teaching in order to help students master the knowledge of decimal. By using the methods of investigation, classroom observation and interview, the present situation and existing problems of "decimal" teaching in R primary school are deeply understood, and the corresponding suggestions and countermeasures are put forward. The conclusions of this study are as follows: (1) students are vulnerable to the influence of integer old knowledge when learning decimal numbers; students have difficulties in classifying decimal numbers by using concept maps; the image representation of student decimal numbers is good; (2) students have a weak sense of number to the results of decimal operations; Students' ability to express decimal arithmetic and algorithm is not strong, teachers pay too much attention to teaching decimal calculation, ignore students' perception and internalization. (3) there is no problem in students' understanding of density of decimal. However, it is easy to confuse the relationship between different unit progression rates; to solve the practical problems about decimal numbers, the students show a lack of life experience, teachers teach students a single strategy for solving problems; Teachers have not grasped the effective combination of "life" and "mathematics" of decimal numbers. (4) in view of the problems existing in the teaching of "decimal numbers" in R primary schools, this paper puts forward the following countermeasures: strengthening the teaching of counterexample in identifying decimal numbers and reading and writing decimals; Strengthening the connectedness in decimal teaching (including the connection between decimal and old knowledge, Count the relationship between units and the relationship between decimal and life); pay attention to the application of image representation in decimal teaching (give full play to the advantage of image representation in understanding decimals. Using the concept map to improve the students' decimal learning), to pay attention to the understanding of the students' arithmetic in decimal teaching (to strengthen the expression of the students' mathematical language and to help the students understand the decimal calculation with the help of specific intuitive models), and to pay attention to the cultivation of the students' sense of decimal.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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