小学数学基本活动经验习得的教学实践研究
发布时间：2018-09-03 07:24
【摘要】：2011版课程标准中将数学课程总目标的首条定为:通过义务教育阶段的数学学习,学生能获得适应社会生活和进一步发展所必需的数学的基础知识、基本技能、基本思想、基本活动经验。将原有的双基教学延伸至四基,其中数学活动经验即是新增加的一项内容。在《义务教育数学课程标准(2011年版)解读》(北京师范大学出版社)中指出:“本次提出‘数学活动经验’还有一个重要目的是培养学生在活动中从数学的角度进行思考,直观地、合情地获得一些结果,因为这是数学创造的根本,是得到新结果的主要途径。”获得数学活动经验,最重要的是积累“发现问题、提炼问题”的经验,以及“分析问题、解决问题”的经验,总之,是“从头”想问题、做问题的全过程的经验。在这个过程中,学生亲历数学活动,感知数学知识,获得数学方法,最终逐步内化成具有个性特征的创造性活动的实践能力。根据小学高年级学生的年龄特点,对数学学习活动经验的研究,有助于教师关注学生学习过程,进行学习内容的梳理,丰富课内外活动,有助于学生主动将书本知识联系生活实际,提高学习兴趣,增强学习动力,从而带动整个数学课程的学习,最终提高学生的数学素养。本研究立足于课程标准,在建构主义理论、经验学习圈理论的基础上进行相关研究。首先对有关活动经验的内涵、分类、教育价值、教学策略这四个方面进行文献研究;其次结合本人的教学实践,对能丰富学生数学活动经验的学习内容进行开发,从教材与生活两个途径出发,从数的活动、量的活动、几何小实践、统计的活动这几个方面梳理出小学数学课堂中可供开发数学活动经验的学习内容;最后,运用课堂实践与理论分析相结合的模式,对积累的案例进行深入分析,从学生学习过程的角度出发,通过经验总结法、案例研究法等,得到帮助学生在课堂内外建构数学活动经验的教学策略:积极搭建平等对话的平台,加强多元的社会性的互动,尝试积极学习;总结梳理学生的已有经验,促使其主动建构,实现意义学习;创设现实的数学场景,满足学生体验的愿望,探索情境学习;创设良好课堂气氛,重视学生的情绪体验,走进快乐学习;重视联系生活实际,提高学生的应用能力,实现有效学习;课外活动多元化,数学知识用于生活。
[Abstract]:In the 2011 edition of the curriculum standard, the first objective of the mathematics curriculum is defined as: through the mathematics study in the compulsory education stage, students can acquire the basic knowledge, basic skills and basic ideas of mathematics necessary for adapting to social life and further development. Basic activity experience The original double-base teaching is extended to four bases, in which mathematical activity experience is a new addition. In the interpretation of the Mathematics Curriculum Standard for compulsory Education (2011 edition) (Beijing normal University Press), it is pointed out: "there is also an important purpose of putting forward the 'experience of Mathematical activities' in order to train students to think from the perspective of mathematics in their activities. Get some results intuitively and reasonably, because this is the foundation of mathematical creation, the main way to get new results. " To gain experience in mathematical activities, the most important thing is to accumulate the experience of "finding and refining problems" and "analyzing and solving problems". In short, it is the experience of "thinking from the beginning" and the whole process of doing problems. In this process, students experience mathematical activities, perceive mathematical knowledge, acquire mathematical methods, and finally gradually internalize the practical ability of creative activities with personality characteristics. According to the age characteristics of the senior grade students in primary school, the study on the experience of mathematics learning activities is helpful for teachers to pay attention to the students' learning process, to comb the learning contents, and to enrich the activities in and out of class. It is helpful for students to take the initiative to connect book knowledge with the reality of life, improve their interest in learning, enhance their motivation of learning, thus driving the study of the whole mathematics course, and finally improve the students' mathematics literacy. This study is based on curriculum standards, on the basis of constructivism theory and empirical learning circle theory. First of all, literature research on the connotation, classification, educational value and teaching strategy of the relevant activity experience is carried out. Secondly, combining with my teaching practice, the author develops the learning content which can enrich the students' mathematics activity experience. From two ways of teaching material and life, from the activities of numbers, activities of quantity, small practice of geometry and activities of statistics, this paper sorts out the learning contents that can be used to develop the experience of mathematics activities in the mathematics classroom of primary school. By using the model of combining classroom practice with theoretical analysis, the accumulated cases are deeply analyzed, and from the perspective of the students' learning process, through the method of summing up experience, the method of case study, etc. The teaching strategies to help students construct mathematics activity experience inside and outside the classroom are as follows: to build the platform of equal dialogue, to strengthen the interaction of multiple sociality, to try to learn actively, to sum up and comb the students' existing experience, and to promote their active construction. Realize meaning learning; create realistic mathematics scene, satisfy students' desire of experience, explore situational learning; create good classroom atmosphere, attach importance to students' emotional experience, and enter into happy study; attach importance to connecting with the reality of life, Improve students' ability of application, realize effective study, diversify extracurricular activities and use mathematics knowledge in life.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
本文编号：2219314
[Abstract]:In the 2011 edition of the curriculum standard, the first objective of the mathematics curriculum is defined as: through the mathematics study in the compulsory education stage, students can acquire the basic knowledge, basic skills and basic ideas of mathematics necessary for adapting to social life and further development. Basic activity experience The original double-base teaching is extended to four bases, in which mathematical activity experience is a new addition. In the interpretation of the Mathematics Curriculum Standard for compulsory Education (2011 edition) (Beijing normal University Press), it is pointed out: "there is also an important purpose of putting forward the 'experience of Mathematical activities' in order to train students to think from the perspective of mathematics in their activities. Get some results intuitively and reasonably, because this is the foundation of mathematical creation, the main way to get new results. " To gain experience in mathematical activities, the most important thing is to accumulate the experience of "finding and refining problems" and "analyzing and solving problems". In short, it is the experience of "thinking from the beginning" and the whole process of doing problems. In this process, students experience mathematical activities, perceive mathematical knowledge, acquire mathematical methods, and finally gradually internalize the practical ability of creative activities with personality characteristics. According to the age characteristics of the senior grade students in primary school, the study on the experience of mathematics learning activities is helpful for teachers to pay attention to the students' learning process, to comb the learning contents, and to enrich the activities in and out of class. It is helpful for students to take the initiative to connect book knowledge with the reality of life, improve their interest in learning, enhance their motivation of learning, thus driving the study of the whole mathematics course, and finally improve the students' mathematics literacy. This study is based on curriculum standards, on the basis of constructivism theory and empirical learning circle theory. First of all, literature research on the connotation, classification, educational value and teaching strategy of the relevant activity experience is carried out. Secondly, combining with my teaching practice, the author develops the learning content which can enrich the students' mathematics activity experience. From two ways of teaching material and life, from the activities of numbers, activities of quantity, small practice of geometry and activities of statistics, this paper sorts out the learning contents that can be used to develop the experience of mathematics activities in the mathematics classroom of primary school. By using the model of combining classroom practice with theoretical analysis, the accumulated cases are deeply analyzed, and from the perspective of the students' learning process, through the method of summing up experience, the method of case study, etc. The teaching strategies to help students construct mathematics activity experience inside and outside the classroom are as follows: to build the platform of equal dialogue, to strengthen the interaction of multiple sociality, to try to learn actively, to sum up and comb the students' existing experience, and to promote their active construction. Realize meaning learning; create realistic mathematics scene, satisfy students' desire of experience, explore situational learning; create good classroom atmosphere, attach importance to students' emotional experience, and enter into happy study; attach importance to connecting with the reality of life, Improve students' ability of application, realize effective study, diversify extracurricular activities and use mathematics knowledge in life.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
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