小学数学“综合与实践”教学现状调查及对策研究
发布时间：2018-09-06 20:18
【摘要】：“综合与实践”领域在《义务教育数学课程标准(2011年版)》中得到了进一步的重视,它反映了数学课程和教学改革的要求,为学生提供了一种综合性、实践性、探索性兼具的学习方式。“综合与实践”领域的教学强调以学生现实生活为背景,以问题为载体,以学生的自主参与为主,注重数学学科特点及内部联系、数学与其他学科的联系、数学与学生生活的联系。因此,“综合与实践”既是一种学习活动,又是数学课程的内容。由于该领域出现时间相对较晚,知识和理论体系尚未成熟,在实际的教学中,小学数学教师依然面临众多困惑与难题。鉴于此,本文对小学数学教师在该领域的教学现状进行了调查和分析,并针对存在的问题和困难提出了相应的策略。调查发现“综合与实践”教学主要存在以下问题:小学数学教师对教材中“综合与实践”内容的编排情况一知半解;教学目标的制定过于笼统;教学主题的选择过于依赖书本和教参,缺乏数学课程与其他学科的整合;学生的选择机会少,自主组织学习的机会少;对学生的评价不全面,教师自身反思不足等问题。本研究根据调查和访谈结果,总结出当前小学数学“综合与实践”教学中问题存在的原因:教学内容“新”,未纳入教学质量测验;教学目标形同摆设,再分析不足;教师对“综合性”教学难以适应;教师掌控过度,学生知识储备不足;教学评价忽视了教师及学生的书面报告。另外,本研究还针对调查中反应出来的问题提出有针对性的策略:重视教学目标再分析;加强对教材中“综合与实践”内容安排的整体把握;提高数学自身及其与其他学科的联系;提升学生“组织者”的地位;注重对教师和学生的书面评价。对于“综合与实践”教学的实践研究,采用了笔者亲历的两个不同类型的教学案例:六年级上册《确定起跑线》教学设计与反思和一年级“小鬼当家”跳蚤市场暨人民币的使用活动方案。
[Abstract]:The field of "Synthesis and practice" has received further attention in the Mathematics Curriculum Standard of compulsory Education (2011 edition), which reflects the requirements of mathematics curriculum and teaching reform, and provides a comprehensive and practical nature for students. An exploratory approach to learning. The teaching in the field of "synthesis and practice" emphasizes taking the students' real life as the background, taking the problem as the carrier, taking the students' independent participation as the main body, paying attention to the characteristics and internal connection of mathematics, and the connection between mathematics and other subjects. The connection between mathematics and student life. Therefore, "synthesis and practice" is not only a learning activity, but also the content of mathematics curriculum. Due to the relatively late emergence of this field and the immature knowledge and theoretical system, primary school mathematics teachers are still faced with many puzzles and difficulties in practical teaching. In view of this, this paper makes an investigation and analysis on the present situation of primary school mathematics teachers' teaching in this field, and puts forward corresponding strategies in view of the existing problems and difficulties. The investigation found that the teaching of "synthesis and practice" has the following main problems: primary school mathematics teachers have a little understanding of the arrangement of "synthesis and practice" in the teaching materials, the formulation of teaching objectives is too general; The choice of teaching subject is too dependent on books and teaching reference, and lacks the integration of mathematics curriculum and other subjects; the students have less choice opportunities and less opportunities to organize independently; the evaluation of students is not comprehensive; the teachers' reflection is insufficient and so on. According to the results of investigation and interview, this study summarizes the reasons for the problems in the teaching of "synthesis and practice" in primary school mathematics: the teaching content is "new", it is not included in the teaching quality test, the teaching goal is similar to the arrangement, and the analysis is insufficient; Teachers are difficult to adapt to "comprehensive" teaching, teachers overcontrol, students' knowledge reserves are insufficient, and teaching evaluation ignores the written reports of teachers and students. In addition, this study also puts forward targeted strategies for the problems reflected in the investigation: paying attention to the re-analysis of teaching objectives, strengthening the overall grasp of the content arrangement of "synthesis and practice" in the teaching materials; Improve mathematics itself and its relationship with other disciplines; enhance the status of student "organizer"; pay attention to the written evaluation of teachers and students. For the practical research of "synthesis and practice" teaching, This paper adopts two different teaching cases that the author has personally experienced: the teaching design and reflection of the first edition of the sixth grade, "confirming the starting Line", and the plan of the flea market and the use of RMB in the first grade.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
本文编号：2227428
[Abstract]:The field of "Synthesis and practice" has received further attention in the Mathematics Curriculum Standard of compulsory Education (2011 edition), which reflects the requirements of mathematics curriculum and teaching reform, and provides a comprehensive and practical nature for students. An exploratory approach to learning. The teaching in the field of "synthesis and practice" emphasizes taking the students' real life as the background, taking the problem as the carrier, taking the students' independent participation as the main body, paying attention to the characteristics and internal connection of mathematics, and the connection between mathematics and other subjects. The connection between mathematics and student life. Therefore, "synthesis and practice" is not only a learning activity, but also the content of mathematics curriculum. Due to the relatively late emergence of this field and the immature knowledge and theoretical system, primary school mathematics teachers are still faced with many puzzles and difficulties in practical teaching. In view of this, this paper makes an investigation and analysis on the present situation of primary school mathematics teachers' teaching in this field, and puts forward corresponding strategies in view of the existing problems and difficulties. The investigation found that the teaching of "synthesis and practice" has the following main problems: primary school mathematics teachers have a little understanding of the arrangement of "synthesis and practice" in the teaching materials, the formulation of teaching objectives is too general; The choice of teaching subject is too dependent on books and teaching reference, and lacks the integration of mathematics curriculum and other subjects; the students have less choice opportunities and less opportunities to organize independently; the evaluation of students is not comprehensive; the teachers' reflection is insufficient and so on. According to the results of investigation and interview, this study summarizes the reasons for the problems in the teaching of "synthesis and practice" in primary school mathematics: the teaching content is "new", it is not included in the teaching quality test, the teaching goal is similar to the arrangement, and the analysis is insufficient; Teachers are difficult to adapt to "comprehensive" teaching, teachers overcontrol, students' knowledge reserves are insufficient, and teaching evaluation ignores the written reports of teachers and students. In addition, this study also puts forward targeted strategies for the problems reflected in the investigation: paying attention to the re-analysis of teaching objectives, strengthening the overall grasp of the content arrangement of "synthesis and practice" in the teaching materials; Improve mathematics itself and its relationship with other disciplines; enhance the status of student "organizer"; pay attention to the written evaluation of teachers and students. For the practical research of "synthesis and practice" teaching, This paper adopts two different teaching cases that the author has personally experienced: the teaching design and reflection of the first edition of the sixth grade, "confirming the starting Line", and the plan of the flea market and the use of RMB in the first grade.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
【参考文献】
相关期刊论文 前3条
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