信息技术支持下的小学数学读图能力培养策略研究

发布时间：2018-07-10 10:37

本文选题：信息技术 + 数学读图能力　；参考：《山东师范大学》2017年硕士论文

【摘要】：《国家教育事业发展“十三五”规划》中指出,要积极发展“互联网+教育”,全力推动信息技术与教育教学的深度融合。激励教师学会使用信息技术提高自身的教学业务素质、探索和创造新型教学模式,应用翻转课堂、混合式教学等方法充分利用好数字资源,并发挥其优势,形成线上与线下相结合的网络化泛在学习新模式。《全日制义务教育数学课程标准(2011年版)》中指出,学生要掌握初步的测量、识图和绘图技能。在教学中,要利用信息技术作为技术支持,让学生主动的参与到现实性和趣味性的数学活动中。目前在中小学阶段,信息技术的使用和实践,主要集中在微课(资源方面)和翻转课堂(教学模式方面),微课作为资源,使用方式灵活,需经过加工设计来实现对教学的支持,符合现有教学条件,据此本文选择微课作为信息技术的聚焦点,开展数学教学中培养学生数学读图能力的研究具有重要的理论意义与实践意义。本文采用的研究方法主要有文献分析法、问卷调查法、教育实验法及统计分析法。笔者以认知结构理论、信息加工学习理论、建构主义学习理论和认知发展阶段理论为基础,在分析了小学低年级学生数学读图能力现状的基础上,精心设计一系列培养数学读图能力的微课资源,进一步设计其在教学实践中的应用,促进小学生数学读图能力的养成。本文主体分为六个章节,分别为绪论、相关概念的界定与理论基础、现状调查研究、读图能力培养策略、教学实践与总结。第一章和第二章是研究的基础,通过查阅相关文献,梳理出国内外数学读图能力的研究现状,说明研究所采用的方法。第二章则对相关的概念和理论基础作界定与分析。第三章、第四章和第五章是实证部分,通过第三章的问卷调查,分析现阶段小学生数学读图能力的状况,找出影响读图能力的因素。第四章用聚焦于富含信息技术元素的微课的设计与课堂介入策略,来培养学生数学读图能力。第五章进行信息技术支持下的小学数学读图能力培养策略的应用实践,对实验数据的统计分析。第六章是结论部分,说明研究的不足与展望。本文的创新之处在于提出了基于微课的信息技术培养数学读图能力的设计策略,包括专题微课设计和微课介入课堂的设计,并进行实验验证该培养策略的效果,丰富信息技术尤其是微课与数学课程深度整合的理论与实践。
[Abstract]:In the 13th Five-Year Plan for the Development of National Education, it is pointed out that it is necessary to actively develop "Internet education" and make every effort to promote the deep integration of information technology and education and teaching. To encourage teachers to use information technology to improve their teaching professional quality, to explore and create a new teaching model, to make full use of digital resources and to give full play to their advantages by using the methods of flipping class and mixed teaching, etc. It is pointed out in the Mathematics Curriculum Standard for Full-time compulsory Education (2011 Edition) that students should master the preliminary skills of measurement, mapping and drawing. In teaching, information technology should be used as technical support to enable students to actively participate in practical and interesting mathematical activities. At present, in primary and secondary schools, the use and practice of information technology are mainly concentrated in micro-classes (resources) and flipping classrooms (teaching modes). As resources, micro-lessons are used in flexible ways and need to be processed and designed to support teaching. In accordance with the existing teaching conditions, this paper chooses the micro-course as the focus of information technology, and it has important theoretical and practical significance to develop the research of cultivating students' ability of reading map in mathematics teaching. The research methods used in this paper are literature analysis, questionnaire survey, educational experiment and statistical analysis. Based on cognitive structure theory, information processing learning theory, constructivism learning theory and cognitive development stage theory, the author analyzes the present situation of students' ability to read map in mathematics of primary school. To design a series of microcourse resources to cultivate the ability of mathematics reading drawing, and to further design its application in teaching practice, to promote the development of mathematics reading ability of primary school students. The main body of this paper is divided into six chapters, respectively, the introduction, the definition and theoretical basis of related concepts, the investigation and research of the present situation, the training strategy of the ability to read pictures, the teaching practice and the summary. The first and second chapters are the basis of the research. By consulting the relevant literature, the present research situation of mathematics reading ability at home and abroad is sorted out, and the methods used in the study are explained. The second chapter defines and analyzes the related concepts and theoretical basis. The third chapter, the fourth chapter and the fifth chapter is the empirical part, through the third chapter questionnaire survey, analyzes the present primary school student mathematics reading picture ability condition, finds out the influence factor which reads the picture ability. The fourth chapter focuses on the design and classroom intervention strategies of microcourses which are rich in information technology elements to train students' ability of reading mathematics drawings. The fifth chapter carries on the elementary school mathematics reading map ability training strategy under the information technology support the application practice, the statistical analysis to the experiment data. The sixth chapter is the conclusion part, explains the research insufficiency and the prospect. The innovation of this paper lies in putting forward the design strategy of training mathematics reading ability based on micro-course information technology, including the design of special micro-course and the design of micro-class intervention, and the experiment is carried out to verify the effect of the training strategy. Enrich the theory and practice of deep integration of information technology, especially micro-course and mathematics course.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5;G434

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