小学四年级数学分层家庭作业设计研究

发布时间：2019-01-27 23:15

【摘要】：《义务教育数学课程标准(2011版)》指出“人人学有价值的数学人人都能获得必需的数学,不同的人在数学上得到不同的发展。”[1]传统的家庭作业被看作“课堂教学的延伸和补充”、“教学的补充”、“教学的强化”,教师在布置家庭作业时,往往是统一布置家庭作业,这对于巩固书本知识有促进作用,但忽视了学生的个性差异发展并忽略了家庭作业的其它功能,从而导致学生学习兴趣不高、学习能力不足、学习主动性不强,这违背了素质教育的宗旨。为了改进当前家庭作业布置中存在的上述问题,我们首先应打破统一布置、统一评价家庭作业的方式,进行分层家庭作业设计是我们现行的需要。数学分层家庭作业与新课改的理念及教学实际相结合,并联系因材施教、加德纳的多元智能等理论对家庭作业进行分层设计及编制。教师根据学生的成绩、能力及学习主动性等非智力因素对学生进行合理地动态地分层,对于不同层次的学生布置相应的分层家庭作业,真正做到让全体学生都能得到发展。本文首先通过文献研究呈现了家庭作业分层设计的研究价值与意义,接着结合了问卷调查法、观察法、访谈法、成绩分析法,以贵阳市头桥小学四年级学生为调查对象,对传统的家庭作业布置模式存在的各种问题进行分析;对学生进行合理分层进行研究;对数学家庭作业分层设计与实施进行探讨。通过实验前后研究效果证明,实施了分层家庭作业,对学生的学习成绩、学习能力以及学习主动性等非智力因素具有一定的促进作用。
[Abstract]:The Mathematics Curriculum Standard for compulsory Education (2011 Edition) points out that "everyone learns valuable mathematics and everyone can get the necessary mathematics." Different people have different development in mathematics. "[1] traditional homework is regarded as" extension and supplement of classroom teaching "," strengthening of teaching ", when teachers assign homework, It is often a unified assignment of homework, which promotes the consolidation of book knowledge, but neglects the development of students' personality differences and other functions of homework, which leads to students' low interest in learning and insufficient learning ability. Learning initiative is not strong, which is contrary to the purpose of quality education. In order to improve the above problems existing in the present homework arrangement, we should first break the unified arrangement, unify the way to evaluate the homework, and carry out the layered homework design which is our current need. This paper combines the theory of mathematics stratified homework with the idea of the new curriculum reform and the teaching practice, and designs and compiles the homework on the basis of the theories of aptitude teaching and Gardner's multiple intelligences. According to the non-intelligence factors such as students' achievement, ability and learning initiative, teachers can reasonably and dynamically stratify the students, and assign the corresponding stratified homework to the students at different levels, so that all students can really be developed. This paper first presents the value and significance of the hierarchical design of homework through literature research, then combines the questionnaire method, observation method, interview method, performance analysis method, taking the fourth grade students of Guiyang Touqiao Primary School as the survey object. The problems existing in the traditional homework arrangement mode are analyzed. The reasonable stratification of students is studied, and the design and implementation of mathematical homework stratification are discussed. The research results before and after the experiment prove that the implementation of stratified homework can promote the students' non-intelligence factors such as academic achievement, learning ability and learning initiative.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.5

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