学生分数概念错误及其发展研究
发布时间：2019-04-15 21:06
【摘要】：分数在小学数学中占有非常重要的地位,它之所以被认为是小学数学中最复杂的数,主要是因为分数的概念涵盖了多重意义,所以造成了学生学习分数的困扰。本研究旨在讨论并分析出哪些分数概念会阻碍3-6年级学生分数知识的学习,所以依据新课程标准对小学3-6年级分数知识教学目标的要求,将分数概念具体细化为九个子概念,即等分、单位量、分数表征、分数的比较、分数运算、等值分数、分数在直线上的表示、分数与除法的联结、分数作为比值的意义,对每一个概念进行独立分析,检验学生是否会出现此类的错误概念,若出现此类错误,再对错误进行分析,找出所有的错误概念类型,并探讨其产生原因。本研究采用问卷调查法、文献分析法、访谈法、课堂观察法等方法进行研究,通过使用Excel电子表格进行数据统计分析,得出以下结论:(1)3-6年级学生对于分数概念的每个子概念都会表现出错误,并且每个概念的错误类型及其成因都是不同的;(2)对于相同的分数概念高年级学生和低年级学生都会表现出错误,但错误类型却并不一定相同;(3)不同年级的学生对于分数有关概念的掌握情况是不同的,但总体而言,随着年级的增长,学生对分数概念的掌握情况是呈上升趋势的;(4)通过对不同错误类型及错误率的分析,得出了学生对分数子概念的认知得到了发展的结论;(5)对于不同的错误类型,有些随着年级的升高是可以消除的,但有些错误类型是不能消除的;(6)将同一年级各分数概念的错误类型按错误率的高低进行排序,得出各分数概念中比例最高的错误类型。最后,将本研究的发现与小学分数知识的教学实际相结合,笔者尝试从教材和教师两个方面提出了合理的教学策略,使本研究更加富有实践意义。
[Abstract]:Score plays a very important role in primary school mathematics. It is considered as the most complex number in primary school mathematics, mainly because the concept of score covers multiple meanings, so the students' learning scores are troubled. The purpose of this study is to discuss and analyze the concept of score which hinders the learning of score knowledge in grade 3 and 6, so according to the requirements of the new curriculum standard to the teaching goal of score knowledge in grade 3 and 6 of primary school, The concept of fraction is specifically subdivided into nine sub-concepts, namely, equipartition, unit quantity, representation of fraction, comparison of fraction, fractional operation, equivalent fraction, representation of fraction in straight line, connection between fraction and division, and the significance of fraction as a ratio. Independent analysis of each concept is carried out to check whether students will have such wrong concepts. If such errors occur, the errors are analyzed, and all types of erroneous concepts are found out, and the causes of such errors are also discussed. In this study, questionnaires, literature analysis, interviews, classroom observation and other methods were used to carry on the research. The data were statistically analyzed by using Excel spreadsheets. The conclusions are as follows: (1) students in grade 6 show errors in every sub-concept of the concept of score, and the types and causes of each concept are different; (2) both senior and lower grade students with the same score concept show errors, but the types of errors are not necessarily the same; (3) students of different grades have different grasp of the concept of score, but generally speaking, with the increase of grade, students' mastery of the concept of score shows an upward trend; (4) through the analysis of different error types and error rates, the author draws a conclusion that the students' cognition of the sub-concept of fractional numbers has been developed. (5) for different types of errors, some of them can be eliminated with the increase of grade, but some of them cannot be eliminated; (6) the error types of every score concept in the same grade are sorted according to the error rate, and the error type with the highest proportion in each grade concept is obtained. Finally, combining the findings of this study with the teaching practice of elementary school score knowledge, the author tries to put forward reasonable teaching strategies from the two aspects of teaching materials and teachers, which makes this study more practical.
【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
本文编号：2458495
[Abstract]:Score plays a very important role in primary school mathematics. It is considered as the most complex number in primary school mathematics, mainly because the concept of score covers multiple meanings, so the students' learning scores are troubled. The purpose of this study is to discuss and analyze the concept of score which hinders the learning of score knowledge in grade 3 and 6, so according to the requirements of the new curriculum standard to the teaching goal of score knowledge in grade 3 and 6 of primary school, The concept of fraction is specifically subdivided into nine sub-concepts, namely, equipartition, unit quantity, representation of fraction, comparison of fraction, fractional operation, equivalent fraction, representation of fraction in straight line, connection between fraction and division, and the significance of fraction as a ratio. Independent analysis of each concept is carried out to check whether students will have such wrong concepts. If such errors occur, the errors are analyzed, and all types of erroneous concepts are found out, and the causes of such errors are also discussed. In this study, questionnaires, literature analysis, interviews, classroom observation and other methods were used to carry on the research. The data were statistically analyzed by using Excel spreadsheets. The conclusions are as follows: (1) students in grade 6 show errors in every sub-concept of the concept of score, and the types and causes of each concept are different; (2) both senior and lower grade students with the same score concept show errors, but the types of errors are not necessarily the same; (3) students of different grades have different grasp of the concept of score, but generally speaking, with the increase of grade, students' mastery of the concept of score shows an upward trend; (4) through the analysis of different error types and error rates, the author draws a conclusion that the students' cognition of the sub-concept of fractional numbers has been developed. (5) for different types of errors, some of them can be eliminated with the increase of grade, but some of them cannot be eliminated; (6) the error types of every score concept in the same grade are sorted according to the error rate, and the error type with the highest proportion in each grade concept is obtained. Finally, combining the findings of this study with the teaching practice of elementary school score knowledge, the author tries to put forward reasonable teaching strategies from the two aspects of teaching materials and teachers, which makes this study more practical.
【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
【参考文献】
相关期刊论文 前3条
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2 周建秋;;在初中科学教学中转变学生迷思概念的策略[J];教育探索;2007年04期
3 朱晓燕;;揪·究·纠——初中科学中学生错误概念形成的原因及策略探索[J];新课程(中学);2012年02期
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