本文選題：小學(xué) + 數(shù)學(xué)教師　； 參考：《東北師范大學(xué)》2015年碩士論文

【摘要】：近十幾年來,隨著基礎(chǔ)課程改革的不斷推進(jìn),小學(xué)課堂教學(xué)受到越來越多研究者的關(guān)注。課堂練習(xí)作為小學(xué)數(shù)學(xué)課堂教學(xué)一個(gè)重要的有機(jī)組成部分,對數(shù)學(xué)教學(xué)特別是新課程背景下的教學(xué)有不可替代的重要性。所以,這就需要教師設(shè)計(jì)出更加有效,能夠體現(xiàn)出新課程理念的數(shù)學(xué)課堂練習(xí)。目前,國內(nèi)外對課堂練習(xí)設(shè)計(jì)研究的較多,但是這些研究缺少系統(tǒng)全面的探究,特別是采用案例比較方法針對某一學(xué)科具體內(nèi)容的課堂練習(xí)設(shè)計(jì)進(jìn)行的研究更是少之又少。因此,本研究基于小學(xué)數(shù)學(xué)教師課堂教學(xué)的視角,結(jié)合典型案例進(jìn)行比較研究,挖掘出課堂練習(xí)設(shè)計(jì)中存在的問題及具備的特點(diǎn)。本文對課堂練習(xí)的界定為：特指在新授課教學(xué)中,在新知識的學(xué)習(xí)基本完成后,學(xué)生在教師的引導(dǎo)和組織下,在課內(nèi)動(dòng)腦、動(dòng)手、動(dòng)口的一種實(shí)踐活動(dòng)。其目的是幫助學(xué)生初步體會所學(xué)知識,促進(jìn)新知的內(nèi)化,對當(dāng)節(jié)課的重要知識進(jìn)行鞏固、提高或拓展�；趯φn堂練習(xí)概念的理解,筆者深入一線,精心挑選5個(gè)典型案例。運(yùn)用案例研究法和比較分析的方法,將它們分成兩組。第一組是三位小學(xué)數(shù)學(xué)教師相同課題課堂練習(xí)設(shè)計(jì)的案例比較分析,共3個(gè)案例；通過對三位教師三個(gè)案例的比較分析,發(fā)現(xiàn)該組案例中的異同點(diǎn),結(jié)合三個(gè)案例的實(shí)施效果,找出教師、學(xué)生以及練習(xí)本身存在的問題。第二組是一位小學(xué)數(shù)學(xué)教師不同課題課堂練習(xí)設(shè)計(jì)的案例比較分析,共2個(gè)案例。通過對兩個(gè)案例的比較分析,發(fā)現(xiàn)該組案例中的異同特點(diǎn),結(jié)合課堂練習(xí)的實(shí)施效果,總結(jié)出教師、學(xué)生以及練習(xí)本身所具備的特點(diǎn)。最后,針對問題結(jié)合特點(diǎn),提出課堂練習(xí)設(shè)計(jì)的建議。這樣的研究,為一線教師提供可參考的建議,也為解決“教師應(yīng)該怎樣設(shè)計(jì)有效的課堂練習(xí)”這一實(shí)踐性課題做出微薄的貢獻(xiàn)。
[Abstract]:In the past ten years, with the development of basic curriculum reform, more and more researchers pay attention to classroom teaching in primary schools. As an important part of primary school mathematics classroom teaching, classroom exercise plays an irreplaceable role in mathematics teaching, especially in the context of the new curriculum. Therefore, it is necessary for teachers to design more effective mathematics classroom exercises that can embody the new curriculum concept. At present, there are more researches on classroom exercise design at home and abroad, but these researches lack of systematic and comprehensive research, especially the case comparison method is used to study the classroom exercise design of a specific subject. Therefore, this study is based on the primary school mathematics teachers' classroom teaching perspective, combined with typical cases to carry on the comparative study, excavates the classroom exercise design existing problems and has the characteristic. This paper defines classroom exercises as: in particular, in the new teaching, after the basic completion of the learning of new knowledge, students under the guidance and organization of the teacher, in the class to use the brain, hands-on, mouth-moving a practical activity. Its purpose is to help students to understand the knowledge, promote the internalization of new knowledge, consolidate, improve or expand the important knowledge. Based on the understanding of the concept of classroom exercises, the author went deep into the first line and carefully selected five typical cases. Case study and comparative analysis are used to divide them into two groups. The first group is a comparative analysis of three primary school mathematics teachers' design of classroom exercises on the same subject, a total of three cases, through the comparative analysis of three teachers' three cases, we find the similarities and differences in this group of cases, combined with the implementation effect of the three cases. Identify problems with teachers, students and practice itself. The second group is a primary school mathematics teacher of different topics of classroom exercises design comparative analysis, a total of two cases. Through the comparative analysis of the two cases, the author finds out the similarities and differences in this group of cases, and summarizes the characteristics of teachers, students and exercises themselves by combining the effect of classroom exercises. Finally, according to the characteristics of the combination of problems, the paper puts forward some suggestions for the design of classroom exercises. Such a study can provide reference suggestions for teachers and make a modest contribution to solving the practical problem of how teachers should design effective classroom exercises.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.5

【參考文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 趙冬臣;小學(xué)數(shù)學(xué)優(yōu)質(zhì)課堂的特征分析[D];東北師范大學(xué);2012年

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本文編號：1806412