小学数学课堂生成资源应用的策略研究
发布时间：2018-11-08 20:24
【摘要】：课堂生成资源应用的策略研究是新课程背景下产生的新课题,是生成性教学实施的实践诉求。小学数学课堂生成资源的应用是在小学数学课堂教学中,教师以科学的教学观和学生观为指导,根据学生的生成情况制定对策,对课堂生成性认知资源进行及时、有效地应用,实现让学生获取知识的同时,产生学习经验、获得丰富的情感体验。本文通过对调查一线教师课堂生成资源应用的基本现状,并结合生成性教学理论和小学数学课堂实践对小学数学课堂中的生成性认知资源应用的策略进行研究,探索出了小学数学课堂生成资源应用的主要策略,为生成性教学的实施提供了实践支持。本文共分为五章:第一章是绪论,对研究背景、研究意义、国内外研究现状、研究内容及研究方法进行了阐述。第二章是研究的相关概念和理论基础。第三章是小学数学课堂生成资源应用的现状分析,从资源应用的角度将课堂生成资源分为三类——错误型生成资源、差异型生成资源和问题型生成资源,再结合调查,例举了日常教学中对这三类生成资源应用的常见问题,并分析了课堂生成资源应用不当的主要原因。第四章是小学数学课堂生成资源应用的策略研究,针对小学数学课堂中的“错误型资源”、“差异型资源”和“问题型资源”,分别提出了“将错就错”、“以错引正”、“正误对照”、“在和谐型差异资源中求同”、“在争议型差异资源中求明”、“在肤浅型差异资源中求深”、“问题反抛”、“问题转向”、“问题保留”等应用策略,并描述各条策略的操作流程,再进行实践例析。第五章是总结和展望,总结了本文的要点,对需要进一步研究的问题提出畅想。本文的创新点是根据数学生成性资源的特点,从数学教学的视角,对小学数学课堂生成性资源进行分类研究并提出相应的资源应用策略,提高了小学数学课堂生成资源应用策略的有效性,为生成性教学的具体实施提供实践参考。
[Abstract]:The strategy research on the application of classroom generated resources is a new subject under the background of the new curriculum and a practical demand for the implementation of generative teaching. The application of primary school mathematics classroom generation resources is that in primary school mathematics classroom teaching, teachers take scientific teaching view and student view as guidance, formulate countermeasures according to students' generation situation, and make timely and effective application of classroom generative cognitive resources. The realization lets the student obtain the knowledge at the same time, produces the study experience, obtains the rich emotion experience. This paper studies the strategies of generative cognitive resource application in primary school mathematics classroom by investigating the basic situation of classroom generation resource application of front-line teachers and combining generative teaching theory with primary school mathematics classroom practice. This paper explores the main strategies for the application of generative resources in primary school mathematics classroom, and provides practical support for the implementation of generative teaching. This paper is divided into five chapters: the first chapter is an introduction, the research background, research significance, domestic and foreign research status, research content and research methods are described. The second chapter is the related concepts and theoretical basis of the study. The third chapter is the present situation analysis of the primary school mathematics classroom generation resources application. From the perspective of resource application, the classroom generated resources are divided into three categories: error generation resources, differential generation resources and problem-based generation resources, and then combined with the investigation. This paper illustrates the common problems in the application of these three kinds of generative resources in daily teaching, and analyzes the main reasons for the improper application of the generated resources in the classroom. The fourth chapter is the strategy research of the primary school mathematics classroom generation resource application. Aiming at the "wrong type resource", "difference type resource" and "problem type resource" in the primary school mathematics classroom, the author puts forward "mistake is wrong" and "correct by mistake", respectively, in the light of "wrong type resource", "difference type resource" and "problem type resource". "correct and wrong contrast", "seeking common ground in harmonious difference resources", "finding clarity in disputed difference resources", "seeking depth in superficial difference resources", "problem reverse throwing", "problem turning", "problem retaining" and so on. The operation flow of each strategy is described, and an example is given. The fifth chapter is a summary and prospect, summarizes the main points of this paper, and puts forward some ideas for further study. The innovation of this paper is that according to the characteristics of mathematical generative resources and from the perspective of mathematics teaching, the paper classifies and studies the generative resources in primary school mathematics classroom and puts forward the corresponding application strategies of resources. It improves the effectiveness of the strategy of applying generative resources in primary school mathematics classroom and provides practical reference for the concrete implementation of generative teaching.
【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
[Abstract]:The strategy research on the application of classroom generated resources is a new subject under the background of the new curriculum and a practical demand for the implementation of generative teaching. The application of primary school mathematics classroom generation resources is that in primary school mathematics classroom teaching, teachers take scientific teaching view and student view as guidance, formulate countermeasures according to students' generation situation, and make timely and effective application of classroom generative cognitive resources. The realization lets the student obtain the knowledge at the same time, produces the study experience, obtains the rich emotion experience. This paper studies the strategies of generative cognitive resource application in primary school mathematics classroom by investigating the basic situation of classroom generation resource application of front-line teachers and combining generative teaching theory with primary school mathematics classroom practice. This paper explores the main strategies for the application of generative resources in primary school mathematics classroom, and provides practical support for the implementation of generative teaching. This paper is divided into five chapters: the first chapter is an introduction, the research background, research significance, domestic and foreign research status, research content and research methods are described. The second chapter is the related concepts and theoretical basis of the study. The third chapter is the present situation analysis of the primary school mathematics classroom generation resources application. From the perspective of resource application, the classroom generated resources are divided into three categories: error generation resources, differential generation resources and problem-based generation resources, and then combined with the investigation. This paper illustrates the common problems in the application of these three kinds of generative resources in daily teaching, and analyzes the main reasons for the improper application of the generated resources in the classroom. The fourth chapter is the strategy research of the primary school mathematics classroom generation resource application. Aiming at the "wrong type resource", "difference type resource" and "problem type resource" in the primary school mathematics classroom, the author puts forward "mistake is wrong" and "correct by mistake", respectively, in the light of "wrong type resource", "difference type resource" and "problem type resource". "correct and wrong contrast", "seeking common ground in harmonious difference resources", "finding clarity in disputed difference resources", "seeking depth in superficial difference resources", "problem reverse throwing", "problem turning", "problem retaining" and so on. The operation flow of each strategy is described, and an example is given. The fifth chapter is a summary and prospect, summarizes the main points of this paper, and puts forward some ideas for further study. The innovation of this paper is that according to the characteristics of mathematical generative resources and from the perspective of mathematics teaching, the paper classifies and studies the generative resources in primary school mathematics classroom and puts forward the corresponding application strategies of resources. It improves the effectiveness of the strategy of applying generative resources in primary school mathematics classroom and provides practical reference for the concrete implementation of generative teaching.
【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
【相似文献】
相关期刊论文 前10条
1 谢文秋;;把小学数学课堂还给孩子[J];科学大众(科学教育);2011年04期
2 林永荣;;小学数学课堂学生提出问题能力的培养[J];教育科研论坛;2011年04期
3 李运华;陈林葵;;小学数学课外学习资料质量的分析与评估[J];通化师范学院学报;2011年04期
4 翟继尧;;浅谈小学数学课堂学生创新能力的培养[J];教育教学论坛;2011年13期
5 张国权;;浅谈小学数学课堂中学生学习能力的培养[J];教育教学论坛;2011年24期
6 杨洪广;;让小学数学课堂充满魅力与激情[J];才智;2011年15期
7 许艳;;浅议小学数学课教学方法的改进[J];黑龙江科技信息;2011年21期
8 朱菊香;;让提问成为有效教学的桥梁——小学数学课堂提问的分析与思考[J];南昌教育学院学报;2011年06期
9 田晔;;浅谈如何提高小学数学课堂教学效果[J];学周刊;2011年26期
10 张举凤;;让小学数学课堂更加美丽[J];学周刊;2011年11期
相关会议论文 前10条
1 邱颖飞;;演绎预设 生成精彩[A];国家教师科研基金十一五阶段性成果集（江苏卷）[C];2010年
2 卞建华;;小学数学课堂中学生参与现状及其对策研究[A];江苏省教育学会2005年小学数学优秀论文集[C];2005年
3 吐-VQQ敗，
本文编号：2319594
本文链接：https://www.wllwen.com/jiaoyulunwen/xiaoxuejiaoyu/2319594.html
