本文關(guān)鍵詞： 小學(xué)生 學(xué)習(xí)力 數(shù)學(xué)學(xué)習(xí)力　出處：《河南大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：進(jìn)入21世紀(jì)以來(lái),面對(duì)迅速發(fā)展的信息社會(huì),具有學(xué)習(xí)力的個(gè)人在發(fā)展道路上才不會(huì)被社會(huì)所淘汰。同時(shí),國(guó)家中長(zhǎng)期規(guī)劃綱要中明確提出要“關(guān)心每個(gè)學(xué)生,促進(jìn)每個(gè)學(xué)生主動(dòng)地、生動(dòng)活潑地發(fā)展;尊重教育規(guī)律和學(xué)生身心發(fā)展規(guī)律,為每個(gè)學(xué)生提供適合的教育”,展現(xiàn)了教育既要面對(duì)全體學(xué)生又要因材施教,學(xué)習(xí)力的提升可以應(yīng)對(duì)學(xué)生個(gè)性化發(fā)展的需要,為學(xué)生的未來(lái)找到發(fā)展的空間。此外,小學(xué)階段是基礎(chǔ)教育階段,為學(xué)生今后的學(xué)習(xí)和可持續(xù)發(fā)展奠定基礎(chǔ)。本研究嘗試從理論和實(shí)踐兩個(gè)方面進(jìn)行小學(xué)生數(shù)學(xué)學(xué)習(xí)力提升研究。首先,本文在導(dǎo)論部分介紹了問(wèn)題的提出、研究的意義、文獻(xiàn)綜述和研究思路與方法,接著用文獻(xiàn)法分析了學(xué)習(xí)力的相關(guān)概念,解讀了學(xué)習(xí)、學(xué)習(xí)力及數(shù)學(xué)學(xué)習(xí)力的內(nèi)涵,而后提出了小學(xué)生數(shù)學(xué)學(xué)習(xí)力的結(jié)構(gòu)模型并進(jìn)行闡述。接著本研究從理論走向?qū)嵺`,以開(kāi)封市、鄭州二七區(qū)為調(diào)查對(duì)象,采用調(diào)查問(wèn)卷、課堂觀察和訪談法對(duì)小學(xué)生數(shù)學(xué)學(xué)習(xí)力的發(fā)展?fàn)顩r從學(xué)習(xí)動(dòng)力、學(xué)習(xí)毅力、學(xué)習(xí)能力、學(xué)習(xí)創(chuàng)造力四個(gè)維度進(jìn)行調(diào)查,發(fā)現(xiàn)小學(xué)生學(xué)習(xí)力的發(fā)展現(xiàn)狀不容樂(lè)觀,存在著這樣一些問(wèn)題:低年級(jí)學(xué)生數(shù)學(xué)學(xué)習(xí)興趣濃厚,中高年級(jí)呈下降趨勢(shì);數(shù)學(xué)學(xué)習(xí)目標(biāo)不明確;中高級(jí)數(shù)學(xué)學(xué)習(xí)的成就感不強(qiáng);數(shù)學(xué)學(xué)習(xí)的基礎(chǔ)知識(shí)和基本技能不牢固,空間想象能力發(fā)展欠缺,審題和分析問(wèn)題能力差,邏輯思維能力發(fā)展不足,知識(shí)的應(yīng)用能力差;小學(xué)生數(shù)學(xué)學(xué)習(xí)毅力、創(chuàng)造力發(fā)展不足。這些問(wèn)題的主要原因在于傳統(tǒng)評(píng)價(jià)體制的負(fù)面影響,知識(shí)導(dǎo)向的課堂教學(xué)導(dǎo)致學(xué)生片面發(fā)展,“技能型”教師的專業(yè)素養(yǎng)不足及小學(xué)生身心發(fā)展的特殊性需要合理引導(dǎo)。基于此,提出了提升小學(xué)生數(shù)學(xué)學(xué)習(xí)力的建構(gòu)策略,第一,正確認(rèn)識(shí)小學(xué)生數(shù)學(xué)學(xué)習(xí)力,明白學(xué)習(xí)力提升的重要性;第二,教學(xué)內(nèi)容富有層次性與選擇性,滲透實(shí)踐性、文化性與人文性;第三,創(chuàng)設(shè)多樣化的學(xué)習(xí)情境,增添數(shù)學(xué)學(xué)習(xí)的趣味化與生活化;第四,優(yōu)化小學(xué)生的學(xué)習(xí)方式,開(kāi)展有效的合作學(xué)習(xí)與探究學(xué)習(xí);第五,改善學(xué)生評(píng)價(jià)體系,營(yíng)造重視過(guò)程性與個(gè)性化的評(píng)價(jià)氛圍;第六,建立互敬互愛(ài),和諧民主的師生關(guān)系。
[Abstract]:Since 21th century, in the face of the rapidly developing information society, individuals with learning ability will not be eliminated by society on the road of development. At the same time, the national medium- and long-term planning outline clearly states that "care for every student," To promote the active and lively development of every student, to respect the laws of education and the law of students' physical and mental development, and to provide a suitable education for each student, "this shows that education should be faced with all students as well as taught in accordance with their aptitude. The improvement of learning ability can meet the needs of students' individualized development and find room for their future development. In addition, the primary school stage is the stage of basic education. This study attempts to carry on the primary school student mathematics learning ability enhancement research from the theory and the practice two aspects. First, this article introduces the question raising, the significance of the research in the introduction part. Literature review and research ideas and methods are used to analyze the related concepts of learning ability and the connotation of learning ability, learning ability and mathematics learning ability. Then the structural model of primary school students' mathematical learning ability is put forward and expounded. Then the research moves from theory to practice, taking Kaifeng City, Zhengzhou Erqi District as the object of investigation, and adopting questionnaire. Classroom observation and interview were conducted to investigate the development of pupils' mathematics learning ability from four dimensions: learning motivation, learning perseverance, learning ability and learning creativity. It was found that the current situation of pupils' learning ability was not optimistic. There are some problems: the interest of the junior students in mathematics learning is strong, the middle and high grade students have a downward trend; the goal of mathematics learning is not clear; the sense of achievement of the middle and advanced mathematics learning is not strong; the basic knowledge and basic skills of mathematics learning are not firm. Lack of spatial imagination ability, poor ability to examine problems and analyze problems, insufficient development of logical thinking ability, poor ability of applying knowledge, elementary school students' perseverance in mathematics learning, Creativity is underdeveloped. The main cause of these problems is the negative impact of traditional evaluation systems. Knowledge-oriented classroom teaching leads to the one-sided development of students, the lack of professional accomplishment of "skillful" teachers and the particularity of pupils' physical and mental development need reasonable guidance. Based on this, this paper puts forward the construction strategy of improving pupils' mathematical learning ability. Understand correctly the mathematics learning ability of pupils, understand the importance of improving learning ability; second, teaching content is rich in levels and selectivity, permeate practice, culture and humanity; third, create a variety of learning situations, Increase the interest and life of mathematics learning; 4th, optimize the learning methods of primary school students, carry out effective cooperative learning and inquiry learning; 5th, improve the student evaluation system, create a focus on process and personalized evaluation atmosphere; 6th, Establish mutual respect and love, harmonious and democratic teacher-student relationship.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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