人教版小学数学“解决问题”内容分析与教学策略研究

发布时间：2019-06-15 12:30

【摘要】：本文研究人教版小学数学教科书数的运算中的“解决问题”,即在数的运算部分,用橙色作为背景颜色,并明确写出解题三步骤:阅读与理解(图里有什么、知道了什么)、分析与解答(怎样解答)、回顾与反思(解答的正确吗),除此之外的解决问题不在本研究之列。在研究方法上,本文综合运用文献研究法和文本分析法。首先,通过对文献的搜集和整理,理清“解决问题”与“应用题”在内涵广度、教材编排、呈现方式、问题难度、解题方法、教学目标、教学方式等的异同。其次,借鉴鲍建生教授建立的数学题综合难度模型,并吸取李淑文、黄丽虹的改进,再结合小学数学教科书中“解决问题”的具体情况,把“解决问题”分为整数“解决问题”、小数“解决问题”、分数“解决问题”和百分数“解决问题”,通过分析其难度,可得:在探究因素上,整数、分数、小数、百分数的探究水平逐步加深。在背景因素上,百分数的背景水平略高,小数、整数、分数三者背景水平相差不大。在运算因素上,整数、分数、小数、百分数的运算水平依次递加,整数较低于其他三者。在推理因素上,四者基本持平,基本处于无推理水平。在知识点含量因素上,分数、整数、小数/百分数的知识点水平依次增加,小数和百分数持平。总体看来,百分数和小数“解决问题”难度相对较大,整数“解决问题”难度相对较低。再对课程标准以及教科书中“解决问题”所体现的价值取向进行定性分析,可以看出,“解决问题”体现了对数量关系、方法多样性、反思理念以及估算的重视。最后,综合上述“解决问题”的难度分析以及价值取向研究,总结如下“解决问题”教学建议:把握难度,逐步化解教学难点;情景教学,贴近生活贴近实际;关注过程,引导学生有序思考;方法多样,重视数量关系分析;合作交流,提升对问题的认识;反思整合,深化对问题的理解。
[Abstract]:This paper studies the "problem solving" in the operation of mathematics textbooks in primary school, that is, in the operation part of the number, orange is used as the background color, and the three steps of solving the problem are clearly written: reading and understanding (what is in the picture, what you know), analysis and answer (how to answer), review and reflection (the answer is correct), in addition, the problem solving is not included in this study. In the research method, this paper uses the literature research method and the text analysis method synthetically. First of all, through the collection and collation of literature, we can clarify the similarities and differences between "problem solving" and "application problem" in connotation breadth, textbook arrangement, presentation mode, problem difficulty, problem solving method, teaching goal, teaching method and so on. Secondly, drawing lessons from the comprehensive difficulty model of mathematical problems established by Professor Bao Jiansheng, absorbing the improvement of Li Shuwen and Huang Lihong, and combining with the specific situation of "problem solving" in primary school mathematics textbooks, this paper divides "problem solving" into integer "problem solving", decimal "problem solving", score "problem solving" and percentage "problem solving". By analyzing its difficulty, we can get: in exploring the factors, integer, score, Decimal, percentage of the level of exploration gradually deepened. In the background factor, the background level of the percentage is slightly higher, but the background level of decimal, integer and score is not significantly different. In the operation factor, the operation level of integer, fraction, decimal and percentage is added in turn, and the integer is lower than the other three. In the reasoning factors, the four are basically the same, basically in the level of no reasoning. In the knowledge point content factor, the score, integer, decimal / percentage knowledge point level increases in turn, decimal and percentage are the same. On the whole, it is relatively difficult to solve the problem with percentage and decimal, and the difficulty to solve the problem by integer is relatively low. Then the qualitative analysis of the curriculum standard and the value orientation of "problem solving" in textbooks shows that "problem solving" embodies the importance of quantitative relationship, method diversity, reflection concept and estimation. Finally, based on the above difficulty analysis and value orientation research, this paper summarizes the following teaching suggestions: grasp the difficulty, gradually resolve the teaching difficulties; situational teaching, close to life and close to reality; pay attention to the process and guide students to think in an orderly manner; diverse methods, attach importance to quantitative relationship analysis; cooperate and exchange, improve the understanding of the problem; reflect and integrate, deepen the understanding of the problem.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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