本文選題：四基 + 教學(xué)設(shè)計(jì)�。� 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：教育部2011年頒布《義務(wù)教育階段數(shù)學(xué)課程標(biāo)準(zhǔn)(修訂版)》中,將“雙基”拓展為“四基”并作為數(shù)學(xué)教育總目標(biāo)之一,“四基”的提出為學(xué)生數(shù)學(xué)素養(yǎng)的培養(yǎng)提供了有效載體。教學(xué)設(shè)計(jì)作為數(shù)學(xué)教學(xué)活動(dòng)的藍(lán)本,任何要達(dá)成的教學(xué)目標(biāo)都將融入其中,“四基”作為教學(xué)總目標(biāo)的一部分,現(xiàn)急需找到一種行之有效的辦法將其融入至教學(xué)設(shè)計(jì)中,以便指導(dǎo)以“四基”作為教學(xué)目標(biāo)的課堂教學(xué),為全面培養(yǎng)學(xué)生打下基礎(chǔ)。在此背景下本研究期許探討“四基”視角下小學(xué)數(shù)學(xué)教學(xué)設(shè)計(jì)的遵循的原則、策略以及遵循基本步驟,并嘗試基于“四基”視角對(duì)小學(xué)數(shù)學(xué)中“分?jǐn)?shù)的初步認(rèn)識(shí)”知識(shí)內(nèi)容,進(jìn)行教學(xué)設(shè)計(jì).論文首先采用文獻(xiàn)分析法“對(duì)四基”、教學(xué)設(shè)計(jì)相關(guān)研究進(jìn)行了分析、梳理,對(duì)相關(guān)概念、理論進(jìn)行了陳述,討論了“四基”視角下小學(xué)數(shù)學(xué)教學(xué)設(shè)計(jì)的必要性、可行性。然后采用理論分析法,結(jié)合數(shù)學(xué)教學(xué)論、數(shù)學(xué)學(xué)習(xí)心理學(xué)、教學(xué)設(shè)計(jì)等相關(guān)理論對(duì)“四基”視角下的小學(xué)數(shù)學(xué)教學(xué)設(shè)計(jì)的基本理論進(jìn)行了探討,提出“四基”視角下小學(xué)數(shù)學(xué)教學(xué)設(shè)計(jì)應(yīng)當(dāng)遵循的整體性、邏輯漸進(jìn)、過程性和信息技術(shù)促進(jìn)多樣化教學(xué)四項(xiàng)原則。同時(shí)接提出了適合“四基”教學(xué)設(shè)計(jì)的關(guān)鍵策略:使用教材的策略、解讀學(xué)生的策略和制定教學(xué)目標(biāo)的策略�；谏鲜鲈瓌t與策略提出“四基”視角下小學(xué)數(shù)學(xué)教學(xué)的步驟:目標(biāo)分析;學(xué)情分析;教學(xué)策略選擇;教學(xué)內(nèi)容的組織;教學(xué)設(shè)計(jì)的編寫;課堂教學(xué)實(shí)踐;課堂教學(xué)反思。最后結(jié)合上述相關(guān)理論與認(rèn)識(shí)選取小學(xué)階段具有代表性的知識(shí)點(diǎn)《分?jǐn)?shù)的初步認(rèn)識(shí)》采用案例分析法設(shè)計(jì)“四基”視角下的教學(xué)設(shè)計(jì)案例,為教師如何進(jìn)行具體的設(shè)計(jì)提供一個(gè)方向,同時(shí)進(jìn)行了教學(xué)實(shí)踐,并對(duì)該設(shè)計(jì)進(jìn)行了“四基”視角下的教學(xué)反思,總結(jié)出“四基”視角下的小學(xué)數(shù)學(xué)教學(xué)設(shè)計(jì)應(yīng)該遵循整體性、邏輯遞進(jìn)、過程性原則信息技術(shù)促進(jìn)多樣化教學(xué),同時(shí)按照“四基”視角下的教學(xué)基本步驟將相關(guān)策略融入教學(xué)設(shè)計(jì)的的每一個(gè)環(huán)節(jié),更要將基本思想和基本活動(dòng)經(jīng)驗(yàn)兩項(xiàng)隱性目標(biāo)凸現(xiàn)出來,為培養(yǎng)出具有良好“四基”基礎(chǔ)的綜合發(fā)展的有數(shù)學(xué)素養(yǎng)的學(xué)生。
[Abstract]:In the Mathematics Curriculum Standard of compulsory Education (revised edition) issued by the Ministry of Education in 2011, the "double basis" was extended to "four bases" as one of the general objectives of mathematics education, and the "four bases" offered an effective carrier for the cultivation of students' mathematical literacy. Teaching design is the blueprint of mathematics teaching activities, and any teaching goal to be achieved will be integrated into it. As a part of the overall teaching goal, it is urgent to find an effective way to integrate it into the teaching design. In order to guide the "four bases" as the teaching goal of classroom teaching, lay a foundation for the overall cultivation of students. In this context, this study is expected to explore the principles, strategies and basic steps of primary school mathematics teaching design from the perspective of "four bases", and try to explore the knowledge content of "preliminary understanding of scores" in primary school mathematics based on the perspective of "four bases". Teaching design. Firstly, the paper uses the literature analysis method to analyze and sort out the related research on the teaching design, to describe the related concepts and theories, and to discuss the necessity and feasibility of the elementary school mathematics teaching design from the perspective of the "four bases". Then it discusses the basic theory of primary school mathematics teaching design from the perspective of "four bases" by using the theory of theoretical analysis, combining with the related theories of mathematics teaching theory, mathematics learning psychology, teaching design and so on. This paper puts forward four principles of mathematics teaching design in primary school from the perspective of "four bases": integrity, logic gradual, process and information technology to promote diversified teaching. At the same time, it puts forward the key strategies suitable for the teaching design of "four bases": the strategy of using the textbook, the strategy of interpreting the students and the strategy of making the teaching goal. Based on the above principles and strategies, this paper puts forward the steps of primary school mathematics teaching from the perspective of "four bases": objective analysis; learning situation analysis; teaching strategy selection; teaching content organization; teaching design writing; classroom teaching practice; classroom teaching reflection. Finally, combining the above related theories and cognition, select the representative knowledge point of elementary school stage < the preliminary understanding of score] and use the case analysis method to design the teaching design cases from the perspective of "four bases". It provides a direction for teachers how to carry out the concrete design, at the same time carries on the teaching practice, and carries on the teaching reflection under the "four bases" angle of view to the design, summarizes the elementary school mathematics teaching design under the "four bases" angle of view should follow the integrity. Logic progressive, process principle information technology promotes diversified teaching, at the same time according to the basic steps of teaching under the "four bases" angle of view, the relevant strategies are integrated into every link of the teaching design. It is also necessary to highlight the two hidden goals of basic thought and basic activity experience in order to cultivate students with mathematical literacy who have good "four bases" foundation.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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本文編號(hào)：1963089