小学五年级图形与几何中数学思想方法的教学现状及行动研究
发布时间：2018-08-09 09:01
【摘要】：《义务教育数学课程标准(2011版)》将以往的双基拓展为现在的四基,新添加了基本思想和基本活动经验,基本思想在新课程标准中首次被单独提出。与此同时,新课程标准将原有的空间与图形更名为图形与几何,其内涵也相应做出了深化,新增加了对“几何直观”的要求,并进一步明确了演绎推理与合理推理的含义。(1)本研究正是紧扣新课程标准,从以上两个角度出发,以小学五年级图形与几何中数学思想方法的教学现状及行动研究为题,采用访谈法、测试法与行动研究法等多种研究方法结合,紧密联系教学实际,旨在引发教师提高对教材中图形与几何知识中思想方法的重视,适当转变原有的教学模式以适应新课程标准所提倡的教学理念,并帮助学生掌握图形与几何的知识中的数学思想方法、提升解题能力,成为素质教育大背景下真正具有创新意识和实践能力的受教育者。纵观本研究大致可分为四个部分:第一部分:初步拟定研究内容,查阅大量国内外相关文献,选择适当研究方法,设计研究方案。并根据研究方案收集相关资料,对教材中图形与几何部分教学内容中蕴含的大量数学思想方法进行系统梳理与总结。第二部分:深入真实教学环境,从教师与学生双方面了解小学五年级图形与几何中数学思想方法的教学现状,针对该现状设计行动研究培养单元。第三部分:展开具体行动研究,共包括两轮,并在每轮行动研究结束后及时收集反馈信息进行大量反思。第四部分:对本研究进行总结,旨在有效提高小学五年级图形与几何中数学思想方法的教学效果。
[Abstract]:The Mathematics Curriculum Standard for compulsory Education (2011 Edition) extends the former double basis to the present four bases, adds the basic thought and the basic activity experience, and puts forward the basic thought separately in the new curriculum standard for the first time. At the same time, the new curriculum standard renames the original space and graphics as graphics and geometry, and its connotation is deepened accordingly, and the requirement of "geometric intuition" is added. The implications of deductive reasoning and rational reasoning are further clarified. (1) this research is based on the new curriculum standards. From the above two angles, the present situation and action research of mathematical thinking methods in the fifth grade graphics and geometry of primary school are discussed. With the combination of interview, test and action research, and so on, the teachers should pay more attention to the methods of thinking in the graphic and geometric knowledge of the teaching material, which is closely related to the teaching practice. Changing the original teaching mode to adapt to the teaching idea advocated by the new curriculum standard, and helping the students to master the mathematical thinking method in the knowledge of graphics and geometry, and to improve the ability of solving problems. Under the background of quality education, it is the educator who has the innovation consciousness and practice ability. This research can be divided into four parts: the first part: the preliminary formulation of research content, reference to a large number of domestic and foreign literature, the selection of appropriate research methods, the design of research programs. According to the research scheme, the author systematically combs and summarizes a large number of mathematical thinking methods contained in the teaching contents of graphics and geometry in the teaching material. The second part: in the light of the real teaching environment, we understand the teaching situation of mathematics thought methods in the fifth grade graphics and geometry from both teachers and students, and design the action research and training unit in view of the present situation. The third part: carry out specific action research, including two rounds, and collect feedback information after each round of action research to carry on a lot of reflection. The fourth part is to summarize the research, aiming at improving the teaching effect of mathematics thought method in graph and geometry in grade five of primary school.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
本文编号：2173589
[Abstract]:The Mathematics Curriculum Standard for compulsory Education (2011 Edition) extends the former double basis to the present four bases, adds the basic thought and the basic activity experience, and puts forward the basic thought separately in the new curriculum standard for the first time. At the same time, the new curriculum standard renames the original space and graphics as graphics and geometry, and its connotation is deepened accordingly, and the requirement of "geometric intuition" is added. The implications of deductive reasoning and rational reasoning are further clarified. (1) this research is based on the new curriculum standards. From the above two angles, the present situation and action research of mathematical thinking methods in the fifth grade graphics and geometry of primary school are discussed. With the combination of interview, test and action research, and so on, the teachers should pay more attention to the methods of thinking in the graphic and geometric knowledge of the teaching material, which is closely related to the teaching practice. Changing the original teaching mode to adapt to the teaching idea advocated by the new curriculum standard, and helping the students to master the mathematical thinking method in the knowledge of graphics and geometry, and to improve the ability of solving problems. Under the background of quality education, it is the educator who has the innovation consciousness and practice ability. This research can be divided into four parts: the first part: the preliminary formulation of research content, reference to a large number of domestic and foreign literature, the selection of appropriate research methods, the design of research programs. According to the research scheme, the author systematically combs and summarizes a large number of mathematical thinking methods contained in the teaching contents of graphics and geometry in the teaching material. The second part: in the light of the real teaching environment, we understand the teaching situation of mathematics thought methods in the fifth grade graphics and geometry from both teachers and students, and design the action research and training unit in view of the present situation. The third part: carry out specific action research, including two rounds, and collect feedback information after each round of action research to carry on a lot of reflection. The fourth part is to summarize the research, aiming at improving the teaching effect of mathematics thought method in graph and geometry in grade five of primary school.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
【参考文献】
相关硕士学位论文 前10条
1 桂敏;小学数学课堂“变教为学”的行动研究[D];新疆师范大学;2016年
2 严转转;小学数学"统计与概率"教学的行动研究[D];山西师范大学;2016年
3 陈修臻;数学建模思想在小学数学教学中的应用研究[D];山东师范大学;2015年
4 王巧慧;小学数学第二学段“数学广角”中渗透数学思想方法的研究[D];闽南师范大学;2015年
5 李海英;小学数学思想方法教学策略研究[D];河北师范大学;2015年
6 马瑞;中美小学数学教科书“图形与几何”内容比较研究[D];新疆师范大学;2015年
7 贺莉平;小学数学思想方法的学习过程及其导学模式研究[D];四川师范大学;2015年
8 王明巧;中美小学数学教材的难度比较[D];华中师范大学;2015年
9 郭欣;小学生对图形与变换内容理解水平的调查研究[D];东北师范大学;2015年
10 李露露;小学低年级数学表现性评价的行动研究[D];上海师范大学;2015年
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