小学生数学基本活动经验积累的现状调查研究
发布时间：2018-11-18 07:19
【摘要】：随着科技的进步,“双基”教学已经不能满足创新型人才培养的需要。有学者提出数学活动经验的概念,引起教育界的广泛关注,越来越多的研究者发现数学活动经验对于学生应用意识和数学素养的提高具有十分重要的意义。《义务教育数学课程标准(2011年版)》第一次从课程总目标上明确提出“数学基本活动经验”和“数学思想”,将原来的“双基”教育正式发展为“四基”。这是数学教育发展的必然,也是数学教育的进步。虽然不少学者对数学基本活动经验的相关问题进行了研究,然而对于数学基本活动经验的内涵、具体内容、层次划分等还未达成共识,关于数学活动经验的研究还处于初步阶段。如何促进学生数学活动经验的积累,十分具有现实意义。本研究在前人已有研究成果的基础上,采用文献分析、调查、案例分析等研究方法对数学基本活动经验进行了理论和实践的探讨。本研究对数学基本活动经验的内涵作了进一步阐释,提出数学基本活动经验的具体内容和层次划分。通过对学生的调查,丰富了对数学基本活动经验内容的认识,了解了小学生数学基本活动经验积累的现状以及什么样的数学活动有利于学生积累数学活动经验。通过对教师的调查,了解数学基本活动经验教学的现状和教师在教学中存在的困惑。通过调查研究得到如下结论：第一,学者和一线教师没有形成对数学基本活动经验的一致认识；第二,数学基本活动经验的积累往往需要依靠精心设计的数学活动,教师在有限的数学课堂上很难兼顾学生知识技能的掌握和基本活动经验的积累；第三,小学生动手操作的能力还不够强,对于实际操作的作业没有足够的认识,缺乏操作活动的经验；第四,小学生积累数学基本活动经验在层次上来说多处于较浅的层次,第四个层次——演绎层次经验积累的状况不是很理想；第五,“综合与实践”课程实施情况不够理想。最后结合调查结果和具体的教学案例,对于数学基本活动经验展开教学实践的探究,提出促进小学生数学基本活动经验积累的教学策略,针对调查反映出的问题分别从数学活动的设计方面、学生的直观体验方面、数学活动经验层次的提升方面和运用数学解决问题方面加以论述。
[Abstract]:With the progress of science and technology, double-base teaching can not meet the needs of innovative talent training. Some scholars have put forward the concept of experience in mathematical activities, which has aroused widespread concern in the educational field. More and more researchers find that the experience of mathematics activity is of great significance to the improvement of students' applied consciousness and mathematics literacy. < Mathematics Curriculum Standard for compulsory Education (2011 Edition) > first clear from the overall goal of the curriculum "experience in the basic activities of mathematics" and "mathematical thoughts" are put forward, The original "double-base" education was formally developed into the "four bases." This is the inevitable development of mathematics education, but also the progress of mathematics education. Although many scholars have carried on the research to the mathematics basic activity experience correlation question, but regarding the mathematics basic activity experience connotation, the concrete content, the level division and so on has not reached the consensus. The study on the experience of mathematical activities is still in its initial stage. How to promote the accumulation of students' experience in mathematics activities is of great practical significance. On the basis of the previous research results, this study uses literature analysis, investigation, case analysis and other research methods to explore the basic experience of mathematical activities in theory and practice. In this study, the connotation of basic activity experience in mathematics is further explained, and the concrete content and level division of basic activity experience in mathematics are put forward. Through the investigation of the students, it enriches the understanding of the experience content of the basic mathematics activity, understands the present situation of the elementary school students' basic mathematics activity experience accumulation and what kind of mathematics activity is beneficial to the students to accumulate the mathematics activity experience. Through the investigation of teachers, we can understand the present situation of experience teaching in mathematics basic activities and the puzzlement of teachers in teaching. The conclusions are as follows: first, scholars and first-line teachers have not formed a consistent understanding of the basic activities of mathematics; Second, the accumulation of mathematics basic activity experience often needs to rely on carefully designed mathematics activities. It is very difficult for teachers to take into account the students' knowledge and skills and the accumulation of basic activity experience in the limited mathematics classroom. Third, the ability of primary school students to operate is not strong enough, there is no enough understanding of the actual operation of the homework, lack of experience in operation activities; Fourth, the elementary school students accumulate the mathematics basic activity experience mostly in the shallow level in the level, the fourth level-deductive level experience accumulation condition is not very ideal; fifth, "synthesis and practice" curriculum implementation situation is not ideal. Finally, combined with the investigation results and specific teaching cases, the teaching practice of mathematics basic activity experience is explored, and the teaching strategy to promote the accumulation of elementary school students' mathematics basic activity experience is put forward. The problems reflected in the investigation are discussed in terms of the design of mathematical activities, the intuitive experience of students, the promotion of the level of experience in mathematical activities and the application of mathematics to solve problems.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
本文编号：2339293
[Abstract]:With the progress of science and technology, double-base teaching can not meet the needs of innovative talent training. Some scholars have put forward the concept of experience in mathematical activities, which has aroused widespread concern in the educational field. More and more researchers find that the experience of mathematics activity is of great significance to the improvement of students' applied consciousness and mathematics literacy. < Mathematics Curriculum Standard for compulsory Education (2011 Edition) > first clear from the overall goal of the curriculum "experience in the basic activities of mathematics" and "mathematical thoughts" are put forward, The original "double-base" education was formally developed into the "four bases." This is the inevitable development of mathematics education, but also the progress of mathematics education. Although many scholars have carried on the research to the mathematics basic activity experience correlation question, but regarding the mathematics basic activity experience connotation, the concrete content, the level division and so on has not reached the consensus. The study on the experience of mathematical activities is still in its initial stage. How to promote the accumulation of students' experience in mathematics activities is of great practical significance. On the basis of the previous research results, this study uses literature analysis, investigation, case analysis and other research methods to explore the basic experience of mathematical activities in theory and practice. In this study, the connotation of basic activity experience in mathematics is further explained, and the concrete content and level division of basic activity experience in mathematics are put forward. Through the investigation of the students, it enriches the understanding of the experience content of the basic mathematics activity, understands the present situation of the elementary school students' basic mathematics activity experience accumulation and what kind of mathematics activity is beneficial to the students to accumulate the mathematics activity experience. Through the investigation of teachers, we can understand the present situation of experience teaching in mathematics basic activities and the puzzlement of teachers in teaching. The conclusions are as follows: first, scholars and first-line teachers have not formed a consistent understanding of the basic activities of mathematics; Second, the accumulation of mathematics basic activity experience often needs to rely on carefully designed mathematics activities. It is very difficult for teachers to take into account the students' knowledge and skills and the accumulation of basic activity experience in the limited mathematics classroom. Third, the ability of primary school students to operate is not strong enough, there is no enough understanding of the actual operation of the homework, lack of experience in operation activities; Fourth, the elementary school students accumulate the mathematics basic activity experience mostly in the shallow level in the level, the fourth level-deductive level experience accumulation condition is not very ideal; fifth, "synthesis and practice" curriculum implementation situation is not ideal. Finally, combined with the investigation results and specific teaching cases, the teaching practice of mathematics basic activity experience is explored, and the teaching strategy to promote the accumulation of elementary school students' mathematics basic activity experience is put forward. The problems reflected in the investigation are discussed in terms of the design of mathematical activities, the intuitive experience of students, the promotion of the level of experience in mathematical activities and the application of mathematics to solve problems.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
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