新课标下小学数学运用收敛思维的研究

发布时间：2018-11-21 14:09

【摘要】：2011版数学课程标准实施推广以来,小学数学教学界又掀起了一波改革热潮。此次课程标准相比2001版课程标准有了不少的改动,修改后出现的不少问题值得我们深思和研究。笔者认为两个版本的本质区别在于它们发展学生创造性思维的方向不同:2001版课程标准注重发展学生的发散思维,但是忽略了对学生收敛思维的培养;而2011版课程标准是吸取了前版的教训后,既注重发展学生的发散思维,又加强了对学生收敛思维的培养。此次改革好比是从左倾到右倾再到中庸的一个改革过程,对广大师生教、学好数学具有里程碑的意义。那么作为一线教师,在具体实施数学教学过程中,如何落实新的课程标准,体现其主体思想,是值得学者深入研究的课题。本研究通过对大量文献的归纳整理,对大量数学教学实践的试行,将进行如下四个内容的研究:小学数学教学哪些知识适合运用收敛思维;采用的收敛思维教学方式;教学中所使用的收敛思维可分为哪几类;收敛思维的教学策略有哪些。经过理论和实践两方面的结果表明:收敛思维在小学数学教学中更多地适合在中高段年级中进行。比较适合使用收敛思维的知识点有:解决问题、四则运算、因数和倍数和多边形的面积。在数学教学不断发散的过程中适当地把发散开来的知识点集中起来,行之有效地对各方面的知识进行系统整理,符合数学教学的规律。在丰富学生知识体系的同时,更好的激起学生的求知欲望,提升学生认知知识的整体水平。2001版倡导的发散思维是开放式的、从一方面延伸到多方面思考的异动模式;2011版倡导的收敛思维是按多方面的纬度经过选择、比较有机整合的一个过程。小学数学教师应该适当运用收敛思维这种教学手段,让数学教学的过程和结果更加贴近学生的心理,更加符合学生的认知特点,从而成为有效提高教学质量的一个有利手段。
[Abstract]:Since the 2011 edition of Mathematics Curriculum Standard has been popularized, there is a wave of reform upsurge in the field of primary mathematics teaching. Compared with the 2001 edition of the curriculum standard, the curriculum standard has a lot of changes, and many problems after the revision are worth our deep thinking and study. The author thinks that the essential difference between the two versions lies in their different directions of developing students' creative thinking: the curriculum standard of version 2001 lays stress on the development of students' divergent thinking, but neglects the cultivation of students' convergent thinking; The curriculum standard of version 2011 not only pays attention to the development of students' divergent thinking, but also strengthens the cultivation of students' convergent thinking. This reform is like a reform process from left to right and then to the mean, which is a milestone for teachers and students to learn mathematics well. Therefore, as a first-line teacher, how to implement the new curriculum standard and embody its main idea in the process of implementing mathematics teaching is a subject worthy of further study by scholars. Through summarizing and sorting out a large number of documents and experimenting with a large number of mathematical teaching practices, this study will study the following four contents: which knowledge is suitable for elementary school mathematics teaching, which is suitable for using convergent thinking; What kinds of convergent thinking can be used in teaching, and what are the teaching strategies of convergent thinking. The theoretical and practical results show that convergent thinking is more suitable for middle and higher grades in primary school mathematics teaching. More suitable for the use of convergent thinking knowledge points: problem solving, four principles, factor and multiple and polygon area. In the course of the continuous divergence of mathematics teaching, the points of knowledge which have been distributed and spread out should be properly centralized, and the knowledge of all aspects will be systemically sorted out, which conforms to the law of mathematics teaching. At the same time of enriching students' knowledge system, better arousing students' desire for knowledge and improving the overall level of students' cognitive knowledge. The divergent thinking advocated by 2001 edition is open, extending from one hand to the mode of changing thinking in many aspects; The convergent thinking advocated by the 2011 edition is a process of organic integration through the selection of various latitudes. Primary school mathematics teachers should properly use convergent thinking as a teaching means to make the process and result of mathematics teaching more close to the students' psychology and more in line with the students' cognitive characteristics, thus becoming an effective means to improve the teaching quality.
【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

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