情思数学在小学高年级的应用研究
发布时间：2018-11-10 21:02
【摘要】：数学是一门抽象性、逻辑性、应用性非常强的学科。如何让学生把数学学习作为一种乐趣、一种享受、一种探索和渴望,它对学生的长远发展起着重要的作用。人的任何一种行为都既有认知的成分,也有情感的成分,认知与情感是密不可分的,它们是一个统一的整体。认知与情感是相互伴随,相互渗透的。新课标提出将人的情感、思想和态度投入到数学教学与学习中去,这就明确了教学中需要情感与认知的相互作用。情思数学强调,在教学过程中,师生间不仅有认知方面的信息交流,也有情感方面的沟通。教学中教师不仅要注意学生接受信息的能力情况而且要关注学生接受信息的情感体验,使学生在愉悦的氛围中学习。数学是小学最基础性的学科,对小学生的自主学习、全方面思维、人生价值观的树立有着至关重要的影响。小学阶段的数学课程,也会是未来继续学习、生活和工作的重要的基础课程。自始至终,更多情况下,我们关注的是学生对数学知识的理解、掌握,更加重视的是小学生所学的基础知识,以及如何掌握最基本的技能,尤其是小学高年级阶段。当小学生步入高年级阶段,他们的思维方式、解决问题的能力也逐渐形成。学生们正在经历从儿童向青少年的转变。这个关键时期小学生的自我独立性显著提高。因此如何在数学教学过程中潜移默化的影响并引导着高年级小学生的情感和思维向积极的方向发展显得尤其重要,情思数学的重要性不言而喻。正文共分四个部分:第一部分为情思数学的概述。主要包括三个方面,第一是情思数学的界定,情思数学教学是一种实践形态,指教师根据教材的特点,合理安排教学内容,利用课外及课内的一切教学资源,使学生获得积极的情感体验,产生学好数学的信念,从而激发学生的数学学习情感、优化学生数学思维品质,达到预期教学目标的行为。主要介绍了情思与情思数学两方面的内容;第二是具体理论基础分析,情思数学建立在多种理论基础之上,本文主要从生理学基础、体验学习理论、建构主义学习理论、多元智能理论四个方面来说明;第三是情思数学的研究价值,主要是从激情凝趣,以情促思、明理导行,以思促情、情思共融,和谐发展三个方面来论述。第二部分为情思数学在小学高年级的应用调查及调查结果分析。笔者就深入济南市某小学进行课堂观察法、访谈法二种方法相互结合来研究分析情思数学在小学高年级的数学学习中的应用。本篇论文的课堂观察法是笔者在济南市槐荫区某小学三个月的实习中进行的,访谈法也主要围绕该小学中从事一线数学教育的多名数学老师中展开。通过二者结合分析来了解情思数学的利用情况。第三部分为情思数学小学高年级应用中存在的问题,分别从四个方面来说明。第一,教师缺乏明确的情思数学理念。教师们普遍认为课堂教学的主要任务是传授知识,而对学生理解知识的过程关注较少,有些教师会用心留意个别学生对知识的理解过程,但很难做到面向全体学生,他们更倾向于让学生复制自己的理解过程。第二,重数学逻辑思维的训练,轻情感经验的积累。课堂教学中重视语言、逻辑、推理能力的训练,忽视了学生的情绪感受、情感表达能力的培养。第三,学生被动接受学习,课堂气氛低沉。过分依赖于教材,课堂中把学生需要掌握的知识、形成的技能通过静态的教学素材直接呈现和传递给学生,教学内容对学生很难具有吸引力和亲和力,抹杀了学生的创新精神和实践能力的培养。第四,教师掌握评价权,忽视学生的主动权。小学高年级数学教学过程中,几乎只限于教师对学生的评价,很少有学生对学生,学生对教师,学生自我,教师自我的评价,不论是评价的主体还是评价的客体都显得单一与不足。第四部分是针对第三部分中论述的问题提出课堂教学策略。第一,确立情思共融的教育理念。首先,教师努力提高自身的素质,深刻理解“以人为本”的教育理念。其次,教师要终身学习、与时俱进,不做‘古董’教师。第二,丰富情思数学的教学内容。首先,教师要依据学生的心理特征收集素材。其次,教师尝试自编素材。最后,集思广益,在教研中丰富情思数学的内容。第三,建立预设与生成相结合的课堂教学方式。第四,双向评价,情理兼通。
[Abstract]:Mathematics is an abstract, logical and practical subject. How to make students study mathematics as a kind of pleasure, a kind of enjoyment, a kind of exploration and desire, it plays an important role in the long-term development of the students. Any kind of behavior of a person has both a cognitive component and an emotional component, and the cognition and the emotion are inseparable, and they are a unified whole. The cognition and the emotion are accompanied by one another and each other. The new curriculum is put forward to put the person's emotion, thought and attitude into the mathematics teaching and study, which makes clear the interaction between the emotion and the cognition in the teaching. In the course of teaching, the relationship between teachers and students is not only the information exchange between teachers and students, but also the communication of emotion. In the teaching, the teacher should not only pay attention to the ability of the students to accept the information, but also pay attention to the emotional experience of the students receiving the information, so that the students can learn in the pleasant atmosphere. Mathematics is the most basic subject in primary school, which has a vital effect on the primary school students' self-study, all-aspect thinking and the establishment of the values of life. The mathematics course in the primary stage will also be an important basic course for the future to continue to study, live and work. From the beginning to the end, we are concerned about the students' understanding of the knowledge of mathematics, the basic knowledge of the primary school students, and how to master the most basic skills, especially the primary school seniors. When the primary school students are in the advanced stage, their way of thinking and the ability to solve the problem are also gradually formed. The students are undergoing a shift from a child to a teenager. The self-independence of primary school students is significantly improved in this critical period. Therefore, how to influence and guide the emotional and thinking of the upper-class primary school students in the course of the mathematics teaching is especially important, and the importance of the emotional mathematics is self-evident. The text is divided into four parts: the first part is the outline of the emotional mathematics. It mainly includes three aspects, the first is the definition of the emotional mathematics, the emotional mathematics teaching is a kind of practical form, which means that the teacher can reasonably arrange the teaching content according to the characteristics of the teaching material, utilize all the teaching resources in the class and the class, and make the students obtain a positive emotional experience, It produces the belief of well-learning the mathematics, so as to stimulate the students' mathematics learning emotion, optimize the students' mathematical thinking quality and achieve the expected teaching goal. This paper mainly introduces the contents of the two aspects of the love and the love, the second is the basic analysis of the concrete theory, and the mathematical establishment of the emotion is based on a variety of theories. This paper is mainly based on the physiological basis, the experience learning theory, the constructivism learning theory and the multi-intelligence theory. The third is the value of the study of the emotional mathematics, mainly from the interest of passion, the feeling of thinking and the guiding of the sense, and the three aspects of the thinking, the love and the harmonious development. The second part is the study of the application of the mathematics in primary school and the analysis of the results. In this paper, the author studies the application of the two methods of classroom observation and interview in a primary school in Jinan to study and analyze the application of emotional mathematics in the mathematics study of the upper class of primary school. The classroom observation method of this paper is carried out in the three-month practice of a primary school in the Huaiyin District of Jinan, and the interview method is mainly carried out in a number of mathematics teachers who are engaged in the first-line mathematical education in the primary school. By means of the analysis of the two, the utilization of the emotional mathematics is studied. The third part is the problems existing in the high-grade application of the elementary mathematics primary school, which are explained from four aspects, respectively. First, the teacher lacks a clear mathematical idea. Teachers generally agree that the main task of classroom teaching is to impart knowledge, but to understand the process of the students' understanding of knowledge, some teachers will pay attention to the process of understanding the knowledge by individual students, but it is difficult to face all the students. They are more inclined to let students copy their understanding. Second, the training of heavy mathematical logic thinking and the accumulation of light emotional experience. In the classroom teaching, the training of language, logic and reasoning ability is paid attention to, and the students' emotional feelings and emotional expression ability are neglected. The third, the students accept the study passively, the atmosphere is low. Over-reliance on the teaching materials, the knowledge that the students need to master in the classroom, the skills formed are directly presented and transferred to the students through the static teaching material, and the teaching content is very difficult for students to have the attraction and the affinity, and the cultivation of the innovative spirit and the practical ability of the students is erased. Fourth, the teacher grasps the right of evaluation and ignores the initiative of the students. In the course of the mathematics teaching of the primary school, it is almost limited to the teacher's evaluation of the students, and there are few students to the students and the students to the teachers, the students themselves, the teacher's self-evaluation, whether the subject of the evaluation or the object of the evaluation is single and insufficient. The fourth part is to put forward a class teaching strategy for the problems discussed in the third part. First, the concept of education is established. First, the teachers improve their own quality and deeply understand the educational idea of the 鈥減eople-oriented鈥，
本文编号：2323605
[Abstract]:Mathematics is an abstract, logical and practical subject. How to make students study mathematics as a kind of pleasure, a kind of enjoyment, a kind of exploration and desire, it plays an important role in the long-term development of the students. Any kind of behavior of a person has both a cognitive component and an emotional component, and the cognition and the emotion are inseparable, and they are a unified whole. The cognition and the emotion are accompanied by one another and each other. The new curriculum is put forward to put the person's emotion, thought and attitude into the mathematics teaching and study, which makes clear the interaction between the emotion and the cognition in the teaching. In the course of teaching, the relationship between teachers and students is not only the information exchange between teachers and students, but also the communication of emotion. In the teaching, the teacher should not only pay attention to the ability of the students to accept the information, but also pay attention to the emotional experience of the students receiving the information, so that the students can learn in the pleasant atmosphere. Mathematics is the most basic subject in primary school, which has a vital effect on the primary school students' self-study, all-aspect thinking and the establishment of the values of life. The mathematics course in the primary stage will also be an important basic course for the future to continue to study, live and work. From the beginning to the end, we are concerned about the students' understanding of the knowledge of mathematics, the basic knowledge of the primary school students, and how to master the most basic skills, especially the primary school seniors. When the primary school students are in the advanced stage, their way of thinking and the ability to solve the problem are also gradually formed. The students are undergoing a shift from a child to a teenager. The self-independence of primary school students is significantly improved in this critical period. Therefore, how to influence and guide the emotional and thinking of the upper-class primary school students in the course of the mathematics teaching is especially important, and the importance of the emotional mathematics is self-evident. The text is divided into four parts: the first part is the outline of the emotional mathematics. It mainly includes three aspects, the first is the definition of the emotional mathematics, the emotional mathematics teaching is a kind of practical form, which means that the teacher can reasonably arrange the teaching content according to the characteristics of the teaching material, utilize all the teaching resources in the class and the class, and make the students obtain a positive emotional experience, It produces the belief of well-learning the mathematics, so as to stimulate the students' mathematics learning emotion, optimize the students' mathematical thinking quality and achieve the expected teaching goal. This paper mainly introduces the contents of the two aspects of the love and the love, the second is the basic analysis of the concrete theory, and the mathematical establishment of the emotion is based on a variety of theories. This paper is mainly based on the physiological basis, the experience learning theory, the constructivism learning theory and the multi-intelligence theory. The third is the value of the study of the emotional mathematics, mainly from the interest of passion, the feeling of thinking and the guiding of the sense, and the three aspects of the thinking, the love and the harmonious development. The second part is the study of the application of the mathematics in primary school and the analysis of the results. In this paper, the author studies the application of the two methods of classroom observation and interview in a primary school in Jinan to study and analyze the application of emotional mathematics in the mathematics study of the upper class of primary school. The classroom observation method of this paper is carried out in the three-month practice of a primary school in the Huaiyin District of Jinan, and the interview method is mainly carried out in a number of mathematics teachers who are engaged in the first-line mathematical education in the primary school. By means of the analysis of the two, the utilization of the emotional mathematics is studied. The third part is the problems existing in the high-grade application of the elementary mathematics primary school, which are explained from four aspects, respectively. First, the teacher lacks a clear mathematical idea. Teachers generally agree that the main task of classroom teaching is to impart knowledge, but to understand the process of the students' understanding of knowledge, some teachers will pay attention to the process of understanding the knowledge by individual students, but it is difficult to face all the students. They are more inclined to let students copy their understanding. Second, the training of heavy mathematical logic thinking and the accumulation of light emotional experience. In the classroom teaching, the training of language, logic and reasoning ability is paid attention to, and the students' emotional feelings and emotional expression ability are neglected. The third, the students accept the study passively, the atmosphere is low. Over-reliance on the teaching materials, the knowledge that the students need to master in the classroom, the skills formed are directly presented and transferred to the students through the static teaching material, and the teaching content is very difficult for students to have the attraction and the affinity, and the cultivation of the innovative spirit and the practical ability of the students is erased. Fourth, the teacher grasps the right of evaluation and ignores the initiative of the students. In the course of the mathematics teaching of the primary school, it is almost limited to the teacher's evaluation of the students, and there are few students to the students and the students to the teachers, the students themselves, the teacher's self-evaluation, whether the subject of the evaluation or the object of the evaluation is single and insufficient. The fourth part is to put forward a class teaching strategy for the problems discussed in the third part. First, the concept of education is established. First, the teachers improve their own quality and deeply understand the educational idea of the 鈥減eople-oriented鈥，
本文编号：2323605
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