小学分数教学中数学思想方法的研究

发布时间：2019-04-12 16:19

【摘要】：一直以来，义务教育阶段的教育教学中存在着很多问题，数学教学也不例外。例如，许多教师只见教学而忽视学生，在进行教学时出现“照本宣读”，忽视学生身心发展及主体地位。还有许多教师在教学时，只见知识而忽视蕴含在数学知识体系中的数学思想方法。而教育部公布了新的《课标（2011年版）》把原来双基目标改成四基目标，把数学思想方面的教学列为具体目标之一。因而，数学思想方法教学已越来越引起人们的关注。对数学思想方法的研究，已在理论上逐渐成熟，他们大多从宏观方面进行研究。而在实践层面也以中学、大学数学思想方法的探究为主，较少从小学方面进行研究。本研究以人教版小学分数思想方法教学为研究对象，首先，从宏观层面利用文本分析法对《课标（2011年版）》小学分数教学的教学目标、教学手段、教学评价做出理论分析，总结出数学思想方法在分数教学中的要求。其次，从中观层面对小学分数进行教材分析，梳理出分数内容在小学各个年级分布情况，，并分析其特点，进而总结出数学思想方法在小学分数教材内容中如何呈现及呈现的特点。再次，从微观层面利用录像分析法和观察法，对《分数的意义》和《小数的意义》两节不同授课风格的课例进行分析并结合对一线教师的调查总结出小学数学思想方法教学的现状及存在的问题:（一）在小学数学新课程实施过程中，教师对数学思想方法的了解很少，一些教师就算知道一些数学思想方法，但对数学思想方法的内涵、原则及如何应用也很难把握；（二）在课堂上对数学思想方法指导的不足，有些教师在进行教学时，很少能抓住关键点进行数学思想方法的指导；（三）很多一线教师对数学思想方法的学习与知识性的学习两种关系处理不当，他们认为考试考的是数学知识，不考数学思想方法。因而，在教学过程中忽视数学思想方法对数学知识的指导作用。本文在总结出教育问题的基础上又结合原因，对教育行政部门、学校及教师提出了相应的教学建议。
[Abstract]:All along, there are many problems in the education and teaching of compulsory education, and mathematics teaching is no exception. For example, many teachers only see teaching but ignore the students, "read the book" in the teaching, ignore the students' physical and mental development and the main position. There are also many teachers who only see knowledge while ignoring the mathematical thinking method contained in the mathematical knowledge system. The Ministry of Education published the new Curriculum Standard (2011 edition) to change the original double-base target into four-base goal, and listed mathematics teaching as one of the specific goals. Therefore, the teaching of mathematical thought and method has attracted more and more people's attention. The study of mathematical thought method has matured in theory, and most of them study from macro aspect. At the practical level, the exploration of mathematics thoughts and methods in middle schools and universities is mainly, and few studies are carried out in primary schools. The purpose of this study is to make a theoretical analysis of the teaching objectives, teaching methods and teaching evaluation of the "Curriculum Standard (2011 Edition) > Primary School score teaching from the macro-level by using the text analysis method, which is based on the teaching methods of the scores in the primary schools of the people's teaching plate." This paper summarizes the requirements of mathematical thinking method in the teaching of scores. Secondly, the middle view layer carries on the teaching material analysis to the primary school score, combs out the grade content distribution in each grade of the primary school, and analyzes its characteristics. Then it sums up how to present and present the mathematical thought method in the content of elementary school score teaching material. Again, from the micro-level, using video analysis and observation method, This paper analyzes two classes with different teaching styles, "the significance of scores" and "the significance of decimal numbers", and sums up the present situation and existing problems of mathematics thought and method teaching in primary schools according to the investigation of first-line teachers: (1) in the small part of the class, the present situation and the existing problems are summarized as follows: (1) During the implementation of the new mathematics curriculum, Some teachers know very little about mathematics thought method, but it is difficult to grasp the connotation, principle and how to apply mathematics thought method, even if some teachers know some mathematics thought method. (2) the lack of guidance on mathematics thought and method in class, some teachers can hardly grasp the key points to guide mathematics thought method in teaching; (3) many front-line teachers do not properly deal with the relationship between the study of mathematics thought method and the study of knowledge, they think that the examination is about mathematics knowledge, and they do not take the mathematics thought method. Therefore, in the teaching process, ignore the mathematics thought method to the mathematics knowledge guidance function. On the basis of summarizing the educational problems and combining with the reasons, this paper puts forward the corresponding teaching suggestions to the educational administration department, the school and the teacher.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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