本文選題：數(shù)學問題解決　切入點：問題表征　出處：《南京師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：數(shù)學教育作為小學教育的基礎(chǔ)學科,問題解決是數(shù)學教育的重要內(nèi)容之一,而對于小學數(shù)學問題解決而言,解決實際問題是數(shù)學教育中的重點和難點。解決實際問題能力的研究一直被認為是小學數(shù)學問題解決及其障礙研究的一個核心問題,也是小學生數(shù)學學習困難的主要原因。盡管人們在學習困難領(lǐng)域以及數(shù)學問題解決方面的研究取得了豐碩的成果,發(fā)現(xiàn)問題表征是問題解決的核心和關(guān)鍵,但人們對于小學生問題解決中的表征研究卻仍然比較薄弱。針對這一現(xiàn)象,本文采用口語報告法,自編問題解決材料,從以下幾個方面對小學四年級學習困難學生的問題表征進行研究與探討：數(shù)學問題解決模式、問題解決的正確率、問題表征時間、表征類型、有效性以及不同性質(zhì)問題的表征差異；與此同時,對照結(jié)合學習優(yōu)秀學生的問題表征過程,比較二類學生數(shù)學問題解決的表征特點和類型的差異。研究結(jié)果表明：1.小學數(shù)學學習困難學生的問題解決過程符合一般問題解決模式；小學數(shù)學學習困難學生的問題解決過程一般經(jīng)歷了信息感知、問題表征、尋求解決方案和數(shù)學運算這四個環(huán)節(jié),符合一般問題解決的程序。2.學習困難學生和學習優(yōu)秀學生的問題表征時間差異不顯著；從問題表征的時間來看,學習困難學生在問題表征環(huán)節(jié)所花時間是問題解決過程中最多的一個環(huán)節(jié),愿意花時間對問題進行表征。3.學習困難學生問題表征類型缺乏有效性；從問題表征的類型來看,學習困難學生大多采用了前表征、數(shù)字表征和關(guān)系表征的方式,‘其中前表征和數(shù)字表征的方式缺乏有效性。4.學習困難學生問題解決正確率低；由于不能正確地對問題進行表征,因此學習困難學生的問題解決錯誤率較高。5.問題的性質(zhì)不同,學習困難學生的問題表征有明顯差異。隨著問題不熟悉程度和難度的增加,一方面,學習困難學生在問題表征階段所花時間愈長；另一方面,學習困難學生的表征方式也逐漸單一
[Abstract]:Mathematics education as the basic subject of primary school education, problem solving is one of the important content of mathematics education for primary school mathematics to solve problems, to solve practical problems is the focus and difficulty in mathematics education. The ability to solve practical problems has been considered a core problem in the study of primary school mathematics problem solving and obstacles, the main reason is the primary mathematics learning difficulties. Although people in the field of mathematics problem solving learning difficulties and the research has achieved fruitful results, found that the problem representation is the core and key to solve the problem, but people for the characterization of pupils in problem solving is still relatively weak. In view of this phenomenon, this paper uses oral report method, self to solve the problem of materials, research and discussion from the following characterization of students with learning difficulties in the fourth grade primary school problems: Mathematical problem solving model, the correct rate of problem solving, problem representation, representation, characterization of the differences between the effectiveness and the different nature of the problem; at the same time, the control problem with characterization process excellent learning students, solve two types of students mathematical problem characterization of the characteristics and types of differences. The results showed that: 1. the primary school mathematics learning difficulties the students' problem solving process is consistent with the general pattern of problem solving process; primary school students with learning difficulties in mathematics to solve the problem of the history of information perception, problem representation, and mathematics to seek solutions to these four aspects, the time difference is consistent with the general problem representation problem solving process of.2. students with learning difficulties and learning excellent students are not significant; from the problem the characterization of the time, students with learning difficulties in the problem representation link time spent in the process of solving problems is one of the most A link, is willing to take the time to express problems.3. students with learning difficulties of problem representation of lack of effectiveness; from the perspective of the type of problem representation, learning difficulties students mostly used before digital representation, characterization and characterization of the relationship, "the characterization and characterization of the lack of effective digital.4. students with learning difficulties to solve the problem correctly the rate is low; because it is not correct to express problems, so the students with learning difficulties to solve the problem of high error rate properties of.5. with different learning difficulties students, characterized problems have obvious difference. With the increase of the problem, not familiar with the degree and the difficulty of the one hand, students with learning difficulties in the problem representation stage takes longer; on the other hand, students with learning difficulties are gradually single representation

【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5

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本文編號：1615807