小学人教版数学教科书“数学广角”的教学研究
发布时间：2018-12-14 03:06
【摘要】：义务教育阶段人教版小学数学教科书增加了“数学广角”这一创新性的板块,作为教学内容的拓展,为学生提供了具有更大思考空间的学习素材。从二年级上册开始“数学广角”就作为一个独立的单元供学生学习,它体现了义务教育教学的基本思路,对所涉及教学素材的内容尽量生活化、简单化,主要突出知识的趣味性、可操作性,力图运用最简单的实例来呈现数学思想方法。把激发学生学习数学兴趣放在首位,通过数学知识的运用强化学生利用数学模型解决生活问题的能力,进一步提升学生的数学思维。总之, “数学广角”所承载的教学内容给数学教学提供了很大的发挥空间。笔者通过问卷调查、访谈、听课等方式,不仅了解了部分教师教学“数学广角”的方法,还了解到学生对这部分内容学习的态度。通过调查发现,有的教师认为“数学广角”体现的思想超出了大部分学生的接受能力；还有些教师考虑到这些内容不作为必学和必考的,在教学过程中就没有很好的体现编者的意图——数学思想的渗透。那么,在实际教学中对于“数学广角”这部分内容老师是怎样教学的,学生是怎样学习的,学生是否能够真正理解“数学广角”所体现的数学思想呢?教科书中编排“数学广角”这一单元的意义有没有真正在教学中体现出来呢?是本论文着重研究的问题。论文主要采用问卷调查的方法,对17位小学数学教师和100位小学六年级学生做了统计调查。结合调查的结果和师生访谈的内容,探索怎样对这部分素材进行合理的教学,才能更好地体现出它所蕴含的数学思想；怎样设计教学过程,才能很好的激发学生学习“数学广角”这部分内容的兴趣。从而进一步拓展了学生的数学思维能力,使学生运用这些数学思想来解决日常生活中面临的实际问题,让学生体会到生活中处处有数学,使得“数学广角”的内容价值得以全面体现。本篇论文划分为五个部分,具体内容如下：第一部分：主要阐述课题研究的目的意义,研究方法和创新之处。第二部分：对教科书中“数学广角”的内容分布情况进行了分析,并对其体现的思想进行分类阐述。第三部分：通过对问卷调查的结果进行统计和分析,了解了教师教学“数学广角”的情况和学生学习“数学广角”的态度和情感,对调查结果进行了详细的阐述。第四部分：主要针对“数学广角”的教学方法进行了探究,并且对这部分内容的个别教学案例进行了分析,对如何合理利用这部分内容进行实践教学提出了一些可行性的建议。第五部分：探讨与建议。
[Abstract]:At the stage of compulsory education, the elementary school mathematics textbook has added the innovative plate of "mathematics wide angle", as the expansion of teaching content, it provides students with more thinking space of learning material. As an independent unit for students to learn from the first edition of Grade 2, it embodies the basic idea of compulsory education teaching, and tries to simplify and simplify the contents of the teaching materials involved. It mainly emphasizes the interest and maneuverability of knowledge, and tries to use the simplest examples to present mathematical thinking methods. It is important to arouse students' interest in learning mathematics, to strengthen students' ability to solve life problems by using mathematical models, and to further improve students' mathematical thinking. In a word, the teaching content of mathematics wide angle provides a lot of space for mathematics teaching. Through questionnaires, interviews and lectures, the author not only understands some teachers' methods of teaching "wide angle of mathematics", but also understands the attitude of students towards this part of the content. Through the investigation, some teachers think that the thought of "mathematics wide angle" is beyond the acceptance ability of most students; Some teachers consider that these contents must be learned and tested, and in the teaching process, they do not reflect the editor's intention-the infiltration of mathematical thought. So, in the actual teaching of "mathematics wide angle" this part of the content of the teacher is how to teach, how the students are learning, whether students can really understand "mathematics wide angle" reflected in the mathematical ideas? Is the significance of the "wide angle of mathematics" unit in textbooks really reflected in teaching? This paper focuses on the problem. In this paper, 17 primary school mathematics teachers and 100 sixth grade students were investigated by questionnaire. Combining the results of the investigation and the contents of the interview between teachers and students, this paper explores how to carry out reasonable teaching of this part of material, so as to better reflect the mathematical thought contained in it; How to design the teaching process, in order to stimulate students' interest in learning "wide angle of mathematics". Thus further expanding the students' mathematical thinking ability, making students use these mathematical ideas to solve the practical problems in their daily life, so that students can realize that mathematics is everywhere in life. So that the content value of the wide angle of mathematics can be fully reflected. This paper is divided into five parts. The main contents are as follows: the first part: the purpose significance, research method and innovation of the research. The second part analyzes the content distribution of mathematics wide angle in textbooks, and expounds the thought embodied in it. The third part: through the statistics and analysis of the results of the questionnaire, we understand the situation of teachers' teaching "wide angle of mathematics" and the students' attitude and emotion of learning "wide angle of mathematics", and elaborate the results of the investigation in detail. The fourth part: mainly aimed at "mathematics wide angle" teaching method has carried on the exploration, and has carried on the analysis to this part of the content individual teaching case, has put forward some feasible suggestions to how to use this part of content to carry on the practice teaching reasonably. Part five: discussion and suggestion.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
本文编号：2377792
[Abstract]:At the stage of compulsory education, the elementary school mathematics textbook has added the innovative plate of "mathematics wide angle", as the expansion of teaching content, it provides students with more thinking space of learning material. As an independent unit for students to learn from the first edition of Grade 2, it embodies the basic idea of compulsory education teaching, and tries to simplify and simplify the contents of the teaching materials involved. It mainly emphasizes the interest and maneuverability of knowledge, and tries to use the simplest examples to present mathematical thinking methods. It is important to arouse students' interest in learning mathematics, to strengthen students' ability to solve life problems by using mathematical models, and to further improve students' mathematical thinking. In a word, the teaching content of mathematics wide angle provides a lot of space for mathematics teaching. Through questionnaires, interviews and lectures, the author not only understands some teachers' methods of teaching "wide angle of mathematics", but also understands the attitude of students towards this part of the content. Through the investigation, some teachers think that the thought of "mathematics wide angle" is beyond the acceptance ability of most students; Some teachers consider that these contents must be learned and tested, and in the teaching process, they do not reflect the editor's intention-the infiltration of mathematical thought. So, in the actual teaching of "mathematics wide angle" this part of the content of the teacher is how to teach, how the students are learning, whether students can really understand "mathematics wide angle" reflected in the mathematical ideas? Is the significance of the "wide angle of mathematics" unit in textbooks really reflected in teaching? This paper focuses on the problem. In this paper, 17 primary school mathematics teachers and 100 sixth grade students were investigated by questionnaire. Combining the results of the investigation and the contents of the interview between teachers and students, this paper explores how to carry out reasonable teaching of this part of material, so as to better reflect the mathematical thought contained in it; How to design the teaching process, in order to stimulate students' interest in learning "wide angle of mathematics". Thus further expanding the students' mathematical thinking ability, making students use these mathematical ideas to solve the practical problems in their daily life, so that students can realize that mathematics is everywhere in life. So that the content value of the wide angle of mathematics can be fully reflected. This paper is divided into five parts. The main contents are as follows: the first part: the purpose significance, research method and innovation of the research. The second part analyzes the content distribution of mathematics wide angle in textbooks, and expounds the thought embodied in it. The third part: through the statistics and analysis of the results of the questionnaire, we understand the situation of teachers' teaching "wide angle of mathematics" and the students' attitude and emotion of learning "wide angle of mathematics", and elaborate the results of the investigation in detail. The fourth part: mainly aimed at "mathematics wide angle" teaching method has carried on the exploration, and has carried on the analysis to this part of the content individual teaching case, has put forward some feasible suggestions to how to use this part of content to carry on the practice teaching reasonably. Part five: discussion and suggestion.
【学位授予单位】：内蒙古师范大学
【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2条
1 孙明;马金国;;设疑激思 逐层深入 促进学生“数学化”的过程——“数学广角——解决问题”教学纪实与评析[J];黑龙江教育(小学教学案例与研究);2009年Z1期
2 陈妙媚;;浅谈数学广角教学的有效性[J];小学科学(教师版);2013年01期
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