小学算术的结构化教学设计
发布时间：2019-06-12 02:01
【摘要】：本文通过研究小学算术教学的现状,为提高算术教学效率构建了一种教学模型——小学算术的结构化教学设计,这不仅可以帮助教师教授结构化的知识,培养学生思维能力,还可以对教学提供引领与规范,对教材编写提供一些合理化的建议,具有一定的现实意义与针对性.本研究从课标、教材、教学着手,针对小学算术结构化教学的策略、教学设计过程以及教学过程等几个方面展开研究.通过问卷调查、访谈、微型教学实验,概括出算术的结构化教学实施方案.算术结构化教学主要是为了教“本质”,抓出隐藏在知识背后主要的、本质的内容；教“结构”,重视知识点之间的联系,突出内容的基本结构：教“能力”,指导学生有意识地用“结构”的眼光去分析内容、研究问题,培养学生的学习兴趣和学习习惯；教“素养”,渗透化归与转化思想方法,指导学生逐渐形成归纳、类比和比较的思考方式.在教材的结构性特征方面,本研究发现小学数学教材算术内容前后连贯、逻辑一致、层次分明.在教学设计方面,本研究构建了算术结构化教学设计模型.该模型包括备教材、备学生、备目标、备评价、备过程五要素,组成一非线性模型.教学过程分为创设情境、探索新知、知识运用、课堂总结与布置作业等五个环节；教学策略主要有问题导学策略、结构性练习策略、整合比较策略.小学算术结构化教学设计模式可以激发学生学习数学兴趣与动机,提高学生学习数学的能力,培养学生的学习思维与学习习惯.
[Abstract]:By studying the present situation of arithmetic teaching in primary school, this paper constructs a teaching model, the structured teaching design of arithmetic in primary school, in order to improve the efficiency of arithmetic teaching, which can not only help teachers to teach structured knowledge and cultivate students' thinking ability, but also provide guidance and standardization for teaching, and provide some reasonable suggestions for the compilation of teaching materials, which is of practical significance and pertinence. This study starts with curriculum standards, teaching materials and teaching, and studies the strategy, teaching design process and teaching process of arithmetic structured teaching in primary schools. Through questionnaire survey, interview and micro-teaching experiment, the implementation scheme of arithmetic structured teaching is summarized. The main purpose of arithmetic structured teaching is to teach "essence", to grasp the main and essential content hidden behind knowledge, to teach "structure", to attach importance to the relationship between knowledge points, to highlight the basic structure of content: to teach "ability", to guide students to analyze content consciously from the perspective of "structure", to study problems, and to cultivate students' interest in learning and learning habits. Teach literacy, infiltrate and transform thinking methods, and guide students to gradually form inductive, analogical and comparative ways of thinking. In the aspect of structural characteristics of teaching materials, this study finds that the arithmetic content of primary school mathematics textbooks is coherent, logical and hierarchical. In the aspect of teaching design, this study constructs the arithmetic structured teaching design model. The model consists of five elements: preparing teaching materials, preparing students, preparing goals, preparing evaluation and preparing process, and constitutes a nonlinear model. The teaching process is divided into five links: creating situation, exploring new knowledge, using knowledge, classroom summary and assignment. Teaching strategies mainly include problem guidance strategy, structural practice strategy and integration and comparison strategy. The arithmetic structured teaching design model in primary school can stimulate students' interest and motivation in learning mathematics, improve their ability to learn mathematics, and cultivate students' learning thinking and learning habits.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
本文编号：2497634
[Abstract]:By studying the present situation of arithmetic teaching in primary school, this paper constructs a teaching model, the structured teaching design of arithmetic in primary school, in order to improve the efficiency of arithmetic teaching, which can not only help teachers to teach structured knowledge and cultivate students' thinking ability, but also provide guidance and standardization for teaching, and provide some reasonable suggestions for the compilation of teaching materials, which is of practical significance and pertinence. This study starts with curriculum standards, teaching materials and teaching, and studies the strategy, teaching design process and teaching process of arithmetic structured teaching in primary schools. Through questionnaire survey, interview and micro-teaching experiment, the implementation scheme of arithmetic structured teaching is summarized. The main purpose of arithmetic structured teaching is to teach "essence", to grasp the main and essential content hidden behind knowledge, to teach "structure", to attach importance to the relationship between knowledge points, to highlight the basic structure of content: to teach "ability", to guide students to analyze content consciously from the perspective of "structure", to study problems, and to cultivate students' interest in learning and learning habits. Teach literacy, infiltrate and transform thinking methods, and guide students to gradually form inductive, analogical and comparative ways of thinking. In the aspect of structural characteristics of teaching materials, this study finds that the arithmetic content of primary school mathematics textbooks is coherent, logical and hierarchical. In the aspect of teaching design, this study constructs the arithmetic structured teaching design model. The model consists of five elements: preparing teaching materials, preparing students, preparing goals, preparing evaluation and preparing process, and constitutes a nonlinear model. The teaching process is divided into five links: creating situation, exploring new knowledge, using knowledge, classroom summary and assignment. Teaching strategies mainly include problem guidance strategy, structural practice strategy and integration and comparison strategy. The arithmetic structured teaching design model in primary school can stimulate students' interest and motivation in learning mathematics, improve their ability to learn mathematics, and cultivate students' learning thinking and learning habits.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
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