小学数学文化主题式教学研究
发布时间：2018-07-26 11:11
【摘要】：小学数学文化主题式教学是深化我国小学数学课堂教学改革的现实需要。《义务教育数学课程标准(2011年版)》提出“数学是人类文化的重要组成部分”。对数学文化的关注反映了我国数学教学不仅关注数学知识、而且也重视学生参与数学知识产生、发展过程,关注数学知识背后更深层次的数学思想。数学文化的主题式教学能够培养学生的数学学习兴趣,帮助学生在数学思维活动中生动地感悟数学思想,对于完善学生的数学认知结构和培养学生理性思维能力都具有重要的现实意义。本研究以两类不同数学文化素材组织形式的小学数学文化主题式教学,横向拓展型的《起床后的学问》和纵向深化型的《一笔画》为例,对小学数学文化主题式教学进行分析,探究影响小学数学文化主题式教学的因素,并提出相应的教学建议。本研究主要从以下七个部分进行:第一部分,引言。采用文献分析的方法对数学文化以及主题式教学相关文献进行了梳理,在已有研究的基础上确定本研究的研究问题及研究框架。第二部分,小学数学文化主题式教学的基本意蕴。界定小学数学文化主题式教学的内涵,分析小学数学文化主题式教学的特征,阐明小学数学文化主题式教学的意义。第三部分,小学数学文化主题式教学的理论基础。分别从心理学、哲学和教育学三个领域阐述小学数学文化主题式教学的理论基础,包括心理发展理论、个人知识理论以及数学教学理论。第四部分,小学数学文化主题式教学的基本组织。探究小学数学文化主题式教学中数学文化素材组织的基本类型以及小学数学文化主题式教学的组织原则。第五部分,小学数学文化主题式教学的分析路径。构建小学数学主题式教学的分析框架,提出从教学活动要素、教学活动条件和教学活动层次三个方面分析小学数学文化主题式教学中学生的数学活动过程。第六部分,小学数学文化主题式教学案例剖析。选取两类典型的小学数学文化主题式教学案例,对教学案例中学生的数学活动过程、层次及教学中存在的问题、原因进行分析。第七部分,研究结论与建议。本研究的结论是:组织数学文化素材是有效教学的前提;数学化的活动过程是感悟数学思想的途径;学生的思维参与是开展数学活动的条件。基于以上研究结论,提出有效开展小学数学文化主题式教学的建议为:根据主题安排教学内容,合理选择和整合数学文化素材;以知识为基础、以问题为引导,以情境为平台,促进学生思维参与;增强过程性的反思活动,提供数学化过程体验。本研究只对两类不同数学文化素材组织类型的小学数学文化主题式教学进行了分析,并且只涉及了数学抽象和统筹思想的小学数学文化主题式教学,研究具有一定的局限性。对其他学段以及其他数学思想的小学数学文化主题式教学的探究是后续研究的方向。
[Abstract]:Subject teaching of primary school mathematics culture is the realistic need of deepening the reform of mathematics classroom teaching in primary schools in China. Mathematics is an important part of human culture, according to Mathematics Curriculum Standard of compulsory Education (2011 Edition). The attention to mathematics culture reflects that mathematics teaching in our country not only pays attention to mathematics knowledge, but also pays attention to students' participation in the generation and development of mathematics knowledge, and pays attention to the deeper mathematical thought behind mathematics knowledge. The themed teaching of mathematics culture can cultivate students' interest in mathematics learning and help students to realize mathematics thoughts vividly in mathematics thinking activities. It has important practical significance for perfecting students' cognitive structure of mathematics and cultivating students' rational thinking ability. This research takes two kinds of mathematics culture material organization form elementary school mathematics culture theme teaching, the horizontal expansion type "the knowledge after getting up" and the longitudinal deepening type "one brush painting" as an example, carries on the analysis to the elementary school mathematics culture theme teaching. This paper probes into the factors that affect the subject teaching of mathematics culture in primary school and puts forward corresponding teaching suggestions. This research mainly from the following seven parts: the first part, introduction. In this paper, literature analysis is used to sort out the literature related to mathematical culture and thematic teaching, and the research problems and research framework are determined on the basis of the existing research. The second part, the elementary school mathematics culture theme teaching basic implication. This paper defines the connotation of primary school mathematics culture themed teaching, analyzes the characteristics of primary school mathematics culture theme teaching, and clarifies the significance of primary school mathematics culture theme teaching. The third part, the theoretical basis of primary school mathematics culture theme teaching. From three fields of psychology, philosophy and pedagogy, this paper expounds the theoretical basis of the subject teaching of mathematics culture in primary school, including the theory of psychological development, the theory of personal knowledge and the theory of mathematics teaching. The fourth part, the elementary school mathematics culture theme teaching basic organization. This paper probes into the basic types of mathematical cultural material organization in primary school mathematics culture themed teaching and the organizing principle of primary school mathematics culture theme teaching. The fifth part, the elementary school mathematics culture theme teaching analysis path. This paper constructs the analysis frame of primary school mathematics themed teaching, and puts forward the analysis of mathematics activity process of primary school mathematics culture theme teaching from three aspects: teaching activity elements, teaching activity condition and teaching activity level. The sixth part, the primary school mathematics culture theme teaching case analysis. This paper selects two typical primary school mathematics culture thematic teaching cases to analyze the mathematics activity process, level, teaching problems and reasons of middle school students' teaching cases. The seventh part, research conclusions and recommendations. The conclusions of this study are as follows: organizing the material of mathematics culture is the premise of effective teaching; the process of mathematical activity is the way to understand mathematical thought; the participation of students' thinking is the condition of developing mathematics activity. Based on the above conclusions, some suggestions are put forward to effectively develop the subject teaching of mathematics culture in primary school: arranging the teaching content according to the theme, choosing and integrating the material of mathematics culture reasonably, taking the knowledge as the foundation, taking the question as the guide, and taking the situation as the platform. To promote students' thinking participation, to enhance the process of reflection activities, to provide mathematical process experience. This research only analyzes two kinds of primary school mathematics culture subject teaching with different types of mathematical cultural material organization, and only involves the mathematics abstract and the overall plan thought elementary school mathematics culture theme teaching, the research has certain limitation. It is the direction of further research to explore the subject teaching of mathematics culture in primary schools.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
本文编号：2145823
[Abstract]:Subject teaching of primary school mathematics culture is the realistic need of deepening the reform of mathematics classroom teaching in primary schools in China. Mathematics is an important part of human culture, according to Mathematics Curriculum Standard of compulsory Education (2011 Edition). The attention to mathematics culture reflects that mathematics teaching in our country not only pays attention to mathematics knowledge, but also pays attention to students' participation in the generation and development of mathematics knowledge, and pays attention to the deeper mathematical thought behind mathematics knowledge. The themed teaching of mathematics culture can cultivate students' interest in mathematics learning and help students to realize mathematics thoughts vividly in mathematics thinking activities. It has important practical significance for perfecting students' cognitive structure of mathematics and cultivating students' rational thinking ability. This research takes two kinds of mathematics culture material organization form elementary school mathematics culture theme teaching, the horizontal expansion type "the knowledge after getting up" and the longitudinal deepening type "one brush painting" as an example, carries on the analysis to the elementary school mathematics culture theme teaching. This paper probes into the factors that affect the subject teaching of mathematics culture in primary school and puts forward corresponding teaching suggestions. This research mainly from the following seven parts: the first part, introduction. In this paper, literature analysis is used to sort out the literature related to mathematical culture and thematic teaching, and the research problems and research framework are determined on the basis of the existing research. The second part, the elementary school mathematics culture theme teaching basic implication. This paper defines the connotation of primary school mathematics culture themed teaching, analyzes the characteristics of primary school mathematics culture theme teaching, and clarifies the significance of primary school mathematics culture theme teaching. The third part, the theoretical basis of primary school mathematics culture theme teaching. From three fields of psychology, philosophy and pedagogy, this paper expounds the theoretical basis of the subject teaching of mathematics culture in primary school, including the theory of psychological development, the theory of personal knowledge and the theory of mathematics teaching. The fourth part, the elementary school mathematics culture theme teaching basic organization. This paper probes into the basic types of mathematical cultural material organization in primary school mathematics culture themed teaching and the organizing principle of primary school mathematics culture theme teaching. The fifth part, the elementary school mathematics culture theme teaching analysis path. This paper constructs the analysis frame of primary school mathematics themed teaching, and puts forward the analysis of mathematics activity process of primary school mathematics culture theme teaching from three aspects: teaching activity elements, teaching activity condition and teaching activity level. The sixth part, the primary school mathematics culture theme teaching case analysis. This paper selects two typical primary school mathematics culture thematic teaching cases to analyze the mathematics activity process, level, teaching problems and reasons of middle school students' teaching cases. The seventh part, research conclusions and recommendations. The conclusions of this study are as follows: organizing the material of mathematics culture is the premise of effective teaching; the process of mathematical activity is the way to understand mathematical thought; the participation of students' thinking is the condition of developing mathematics activity. Based on the above conclusions, some suggestions are put forward to effectively develop the subject teaching of mathematics culture in primary school: arranging the teaching content according to the theme, choosing and integrating the material of mathematics culture reasonably, taking the knowledge as the foundation, taking the question as the guide, and taking the situation as the platform. To promote students' thinking participation, to enhance the process of reflection activities, to provide mathematical process experience. This research only analyzes two kinds of primary school mathematics culture subject teaching with different types of mathematical cultural material organization, and only involves the mathematics abstract and the overall plan thought elementary school mathematics culture theme teaching, the research has certain limitation. It is the direction of further research to explore the subject teaching of mathematics culture in primary schools.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
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