认知风格对小学中高年级学生应用题解决能力的影响
发布时间：2019-04-22 10:36
【摘要】：《数学课程标准》提出数学活动要重视培养学生发现问题、提出问题、分析问题和解决问题的能力。学生的学习是不断提出问题和解决问题的过程,提出问题是需要学生具有创造力,而解决问题则是对学生综合的考察。小学阶段的应用题考察了学生分析问题、解决问题的多方面素质和能力,学生在考试中解应用题容易考虑不全,出现失分现象。作为一线教师,应该在应用题教学上进行探索。本研究以合肥市和平小学四、五、六年级部分学生为研究对象,通过文献法、访谈法、观察法,发现不同认知风格的学生在应用题解决上取得的成绩有所不同,提出基于学生认知风格的教师课堂教学行为策略。本文通过镶嵌图形(EFT)来测试学生的认知风格,通过对不同认知风格的学生进行应用题测试,比较不同类型学生的测试成绩,从场独立型和场依存型两角度对小学中高年级学生应用题的解决能力进行研究,归纳认知风格与应用题解决能力之间的关系和相应的教学建议。研究结论:1.小学中高年级学生认知风格在年级上存在差异,六年级学生比五年级学生更倾向于场独立型,在性别上认知风格不存在差异。2.不同认知风格的学生在应用题解决能力上存在显著差异,场依存型学生解决问题的能力弱于场独立型的学生,且在分析问题上存在很大的差异。3.通过对两种典型认知风格的学生进行个案研究,场独立型的学生在此类应用题解决上具有优势,他们更容易抽象出数学模型,很快找到解决问题的方法。4.教师在教学中应关注认知风格的差异,根据认知风格的差异,尊重学生个体差异,因材施教,使得每个学生都能得到更好的发展。5.在教学中尊重学生的认知风格的差异,设计教学内容和方法,需要适时改变教学手段。6.结合小学中高年级学生认知风格对应用题解决影响的个案研究,提高小学生解决应用题的能力。7.结合研究在小学低、中年级有针对性的培养学生分析问题的能力。
[Abstract]:Mathematics Curriculum Standard puts forward that students should pay attention to cultivating students' ability to find problems, raise problems, analyze problems and solve problems in mathematics activities. Students' learning is the process of constantly asking and solving problems, which requires students to be creative, and problem-solving is a comprehensive investigation of students. The application problems in primary school examined the students' quality and ability in analyzing problems and solving problems. It was easy for the students to solve the application problems in the examination and the problem was not considered completely and the students' scores were lost. As a front-line teacher, we should explore the teaching of practical problems. This research takes the fourth, fifth and sixth grade students of Hefei Peace Primary School as the research object, through the literature method, the interview method, the observation method, finds that the students of different cognitive styles have different achievements in the application of the problem solving. This paper puts forward the strategies of teachers' classroom teaching behavior based on students' cognitive style. In this paper, students' cognitive styles are tested by embedded graphic (EFT), and students with different cognitive styles are tested with applied questions, and the scores of different types of students are compared. From the angle of field independence and field dependence, this paper studies the problem solving ability of middle and senior grade students in primary school, and sums up the relationship between cognitive style and practical problem solving ability, as well as corresponding teaching suggestions. Research conclusions: 1. The cognitive style of primary school students is different in grade, the sixth grade students tend to be field independent than the fifth grade students, and there is no gender difference in cognitive style. 2. Students with different cognitive styles have significant differences in their ability to solve practical problems. Field-dependent students' ability to solve problems is weaker than that of field-independent students, and there are great differences in the analysis of problems. 3. The problem-solving ability of field-based students is lower than that of field-independent students. Through a case study of two typical cognitive styles of students, field-independent students have an advantage in solving such application problems. They are easier to abstract mathematical models and quickly find solutions to problems. 4. In teaching, teachers should pay attention to the difference of cognitive style, according to the difference of cognitive style, respect the individual difference of students and teach them according to their aptitude, so that each student can get better development. Respecting the difference of students' cognitive style in teaching, designing the teaching contents and methods, we need to change the teaching means at the right time. 6. Combined with the case study of the influence of cognitive style on applied problem solving, the primary school students' ability to solve applied problem is improved. 7. Combine the research to cultivate students' ability to analyze problems in the low and middle grades of primary school.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
本文编号：2462764
[Abstract]:Mathematics Curriculum Standard puts forward that students should pay attention to cultivating students' ability to find problems, raise problems, analyze problems and solve problems in mathematics activities. Students' learning is the process of constantly asking and solving problems, which requires students to be creative, and problem-solving is a comprehensive investigation of students. The application problems in primary school examined the students' quality and ability in analyzing problems and solving problems. It was easy for the students to solve the application problems in the examination and the problem was not considered completely and the students' scores were lost. As a front-line teacher, we should explore the teaching of practical problems. This research takes the fourth, fifth and sixth grade students of Hefei Peace Primary School as the research object, through the literature method, the interview method, the observation method, finds that the students of different cognitive styles have different achievements in the application of the problem solving. This paper puts forward the strategies of teachers' classroom teaching behavior based on students' cognitive style. In this paper, students' cognitive styles are tested by embedded graphic (EFT), and students with different cognitive styles are tested with applied questions, and the scores of different types of students are compared. From the angle of field independence and field dependence, this paper studies the problem solving ability of middle and senior grade students in primary school, and sums up the relationship between cognitive style and practical problem solving ability, as well as corresponding teaching suggestions. Research conclusions: 1. The cognitive style of primary school students is different in grade, the sixth grade students tend to be field independent than the fifth grade students, and there is no gender difference in cognitive style. 2. Students with different cognitive styles have significant differences in their ability to solve practical problems. Field-dependent students' ability to solve problems is weaker than that of field-independent students, and there are great differences in the analysis of problems. 3. The problem-solving ability of field-based students is lower than that of field-independent students. Through a case study of two typical cognitive styles of students, field-independent students have an advantage in solving such application problems. They are easier to abstract mathematical models and quickly find solutions to problems. 4. In teaching, teachers should pay attention to the difference of cognitive style, according to the difference of cognitive style, respect the individual difference of students and teach them according to their aptitude, so that each student can get better development. Respecting the difference of students' cognitive style in teaching, designing the teaching contents and methods, we need to change the teaching means at the right time. 6. Combined with the case study of the influence of cognitive style on applied problem solving, the primary school students' ability to solve applied problem is improved. 7. Combine the research to cultivate students' ability to analyze problems in the low and middle grades of primary school.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
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