问题导学法在小学高年级数学教学中的应用现状及对策研究
发布时间：2019-06-18 15:27
【摘要】：本文主要分析了问题导学法在高年级数学教学中的应用情况,并针对存在问题通过相关分析给予对策建议。在梳理了问题导学法相关背景及核心概念基础上,笔者对问题导学法进行了相关文献回顾。随后,本文采取访谈法、问卷调查法以及案例分析法展开深入分析。具体来说,本文首先通过访谈对问题导学法在高年级教师中应用情况进行了一般性分析。通过访谈分析,笔者发现较多教师会在授课过程中采用问题导学法,但教师在问题导学法应用细节上存在不足之处。随后,本文利用问卷调查法结合问题导学法实施五大环节对其展开进一步统计分析。最后,由于数学分为四大领域,即数与代数、图形与几何、统计与概率以及综合与实践。为了更详细了解问题导学法在高年级数学授课中的应用优势,笔者在实习期间对S市A小学数学教师的课堂教学情况进行观察,收集了在这四个领域中应用问题导学法的优秀教学案例,从而全面分析问题导学法。通过以上分析,笔者发现:大部分高年级教师会采取问题导学法进行教学,但教师在应用问题导学法进行授课时存在细节方面把握不足的情况。具体来说,在问题设置环节中,教师对各个问题间的逻辑性和关联性不够重视;在问题提出环节中,教师忽视对学生独立思考能力的培养;在引导启发环节中,教师忽视思维过程的重现;在问题探究环节中,教师忽视数学思想方法的渗透。笔者针对这些问题,结合相关资料从总体和细节两大维度提出相应解决策略。首先,总体而言,教师要提升问题导学法的应用意识。其次,教师需注重应用细节。具体来说,在问题设置方面,教师要重视问题间的关联性;在问题提出环节中,教师要注重培养学生思维独立性;在引导启发环节中,教师要重视思维过程的重现;在问题探究环节中,教师要加强数学思想方法的渗透。
[Abstract]:This paper mainly analyzes the application of the problem-guided method in the higher-grade mathematics teaching, and gives some suggestions on the existing problems through the related analysis. On the basis of combing the related background and the core concept of the problem-guidance law, the author reviews the related literature. Then, the article takes the interview method, the questionnaire method and the case analysis method to carry out the in-depth analysis. In the first part, the paper makes a general analysis of the application of the problem-guided method in the senior teachers through the interview. Through the interview and analysis, the author has found that more teachers will adopt the problem-guiding method in the course of the teaching, but the teachers have some shortcomings in the application of the problem-oriented method. Then, this paper makes use of the questionnaire method to carry out the five steps to carry out the further statistical analysis of the five links. In the end, the mathematics is divided into four main fields, namely the number and the algebra, the graph and the geometry, the statistics and the probability, and the synthesis and the practice. In order to learn more about the advantage of the problem-guided method in the higher-grade mathematics teaching, the author observed the classroom teaching situation of the mathematics teacher in S. A primary school during the practice, and collected the excellent teaching case of the problem-guided method in the four fields. So as to comprehensively analyze the problem-guided method. Through the above analysis, the author has found that most senior teachers will adopt the problem-guided method to carry out the teaching, but the teachers have insufficient grasp of the details in the course of the application of the problem-based method. In particular, in the problem setting link, the teacher's logic and relevance between the problems is not paid much attention; in the point of the problem, the teacher ignores the cultivation of the students' independent thinking ability; in the guidance and inspiration, the teacher ignores the reproduction of the thought process; In the course of the problem inquiry, the teacher neglected the infiltration of the mathematical thought method. In view of these problems, the author puts forward corresponding solutions from the two dimensions of general and detail. First, in general, the teacher should improve the application consciousness of the problem-based method. Secondly, the teacher needs to pay attention to the application details. In particular, in the aspect of the problem setting, the teacher should pay more attention to the relationship between the problems; in the teaching of the problem, the teacher should pay attention to the cultivation of the student's thinking independence; in the course of guiding the inspiration, the teacher should pay more attention to the reproduction of the thought process; and in the question inquiry link, The teacher should strengthen the penetration of the mathematical thought method.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
本文编号：2501593
[Abstract]:This paper mainly analyzes the application of the problem-guided method in the higher-grade mathematics teaching, and gives some suggestions on the existing problems through the related analysis. On the basis of combing the related background and the core concept of the problem-guidance law, the author reviews the related literature. Then, the article takes the interview method, the questionnaire method and the case analysis method to carry out the in-depth analysis. In the first part, the paper makes a general analysis of the application of the problem-guided method in the senior teachers through the interview. Through the interview and analysis, the author has found that more teachers will adopt the problem-guiding method in the course of the teaching, but the teachers have some shortcomings in the application of the problem-oriented method. Then, this paper makes use of the questionnaire method to carry out the five steps to carry out the further statistical analysis of the five links. In the end, the mathematics is divided into four main fields, namely the number and the algebra, the graph and the geometry, the statistics and the probability, and the synthesis and the practice. In order to learn more about the advantage of the problem-guided method in the higher-grade mathematics teaching, the author observed the classroom teaching situation of the mathematics teacher in S. A primary school during the practice, and collected the excellent teaching case of the problem-guided method in the four fields. So as to comprehensively analyze the problem-guided method. Through the above analysis, the author has found that most senior teachers will adopt the problem-guided method to carry out the teaching, but the teachers have insufficient grasp of the details in the course of the application of the problem-based method. In particular, in the problem setting link, the teacher's logic and relevance between the problems is not paid much attention; in the point of the problem, the teacher ignores the cultivation of the students' independent thinking ability; in the guidance and inspiration, the teacher ignores the reproduction of the thought process; In the course of the problem inquiry, the teacher neglected the infiltration of the mathematical thought method. In view of these problems, the author puts forward corresponding solutions from the two dimensions of general and detail. First, in general, the teacher should improve the application consciousness of the problem-based method. Secondly, the teacher needs to pay attention to the application details. In particular, in the aspect of the problem setting, the teacher should pay more attention to the relationship between the problems; in the teaching of the problem, the teacher should pay attention to the cultivation of the student's thinking independence; in the course of guiding the inspiration, the teacher should pay more attention to the reproduction of the thought process; and in the question inquiry link, The teacher should strengthen the penetration of the mathematical thought method.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5
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