本文選題：小學數(shù)學 + 練習課�。� 參考：《寧波大學》2017年碩士論文

【摘要】：創(chuàng)新力是當代社會的主旋律,小學數(shù)學課堂教學是培養(yǎng)學生這種能力的起點。新課改的核心理念就是一切為了學生的發(fā)展,使得人人都能夠獲得良好的數(shù)學教育。[1]對于小學數(shù)學方面的研究從理論到實踐都特別多,可是細心整理才發(fā)現(xiàn)在眾多的研究當中都是重點對新授課這一個課型的研究,而對于數(shù)學當中的其他課型(比如練習課、復習課)研究的比較少,因此本課題選擇研究小學數(shù)學練習課這一課型,希望能夠通過自己的研究去充實練習課的研究這一部分,從而引起大家對練習課這一課型的重視,而練習課當中的重點就是變式,變式教學一直都是中外學者研究的熱點,于是筆者嘗試以中國傳統(tǒng)的變式教學作為載體來展開研究。通過對小學數(shù)學練習課變式教學進行問卷和訪談相結(jié)合的調(diào)查方式探究其存在的問題,然后結(jié)合中國古代老子道家的哲學思想,辯證地論述“道”與“變”的關(guān)系:“道”即本原是不變的,“變式教學”是在“變中抓不變”。從老子道家的核心價值理念“道”出發(fā),通過對道家原典文本的解讀,將老子道家的思想概括為“道法自然”、“無為而治”、“知足知止”三個方面。老子道家的思想不僅在思想上與練習課變式教學是一脈相承、同氣連枝,而且還為練習課變式教學存在的問題提供理論策略指導:“道法自然”要求教師要處理好師生之間的關(guān)系,在師生和諧統(tǒng)一的關(guān)系下進行練習課變式教學;“無為而治”要求教師要尊重變式教學規(guī)律,按變式教學原則進行練習課變式教學;“知足知止”要求教師在練習課變式教學中要合理適度的進行變式,避免陷入題海戰(zhàn)術(shù)。不僅要從理論層面給予策略更加要從實踐層面給予策略,每條理論策略之后都有相應的優(yōu)秀教學片段,這些能夠為廣大一線教師在實際練習課變式教學中提供參考和教學思路。用老子道家思想在思想理論上充實一線教師的意識,用相應的教學片段來具體指導一線教師的實際教學。論文最后還構(gòu)建了“S”型教學模型,本模型是基于各種理論基礎以及學生的思維發(fā)展水平而搭建的一種練習課變式教學模型,也是供廣大一線教師參考。
[Abstract]:Innovation is the main melody of the contemporary society, and primary school mathematics classroom teaching is the starting point of cultivating students' ability. The core idea of the new curriculum reform is that everything is for the development of students, so that everyone can get a good mathematics education. [1] there is a great deal of research on mathematics in primary schools, from theory to practice. However, it was only after careful sorting out that among the many studies, the focus was on the study of a new class, while the study of other classes in mathematics (such as exercise, review) was less. Therefore, this topic chooses to study the primary school mathematics practice class, hoping to enrich the study part of the practice class through its own research, thus causing everyone to pay attention to the practice class. The focus of the exercise class is variant, and variant teaching has always been the hot spot of Chinese and foreign scholars, so the author tries to use the Chinese traditional variant teaching as the carrier to carry out the research. Based on the questionnaire and interview, this paper probes into the existing problems, and then combines the philosophy of Laozi Taoism in ancient China. The relationship between Tao and change is dialectically discussed. Starting from the core value of Laozi Taoism, Tao, through the interpretation of the original text of Taoist Taoism, the author generalizes Laozi's thoughts into three aspects: "Taoist nature", "doing nothing to rule", and "contentment and contentment". The thoughts of Laozi Taoists are not only in line with the practice class variant teaching, but also in the same breath. It also provides theoretical and strategic guidance for the problems existing in variant teaching of practice lesson: "Taoism nature" requires teachers to handle the relationship between teachers and students well, and to carry out practice course variant teaching under the harmonious and unified relationship between teachers and students; "governing without action" requires teachers to respect the law of variant teaching, to carry out practice course variant teaching according to the principle of variant teaching, and "contentment and contentment" requires teachers to reasonably and moderately carry out variation in practice class variant teaching so as to avoid falling into the tactics of inscription. It is necessary not only to give the strategy from the theory level but also to give the strategy from the practice level. There are corresponding excellent teaching fragments after each theoretical strategy, which can provide reference and teaching ideas for the teachers in the practical practice course variation teaching. Laozi Taoism is used to enrich the teachers' consciousness in ideology and theory, and the corresponding teaching fragments are used to guide the practical teaching of first-line teachers. At the end of the paper, the "S" type teaching model is constructed, which is based on various theories and students' thinking development level, and it is also a kind of teaching model of practice course variation, which is also for the reference of the majority of front-line teachers.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5

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