發(fā)布時(shí)間：2018-06-12 13:53

  本文選題：學(xué)科知識 + 陳述性知識��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)教師的數(shù)學(xué)素養(yǎng)對于在數(shù)學(xué)學(xué)科中全面落實(shí)素質(zhì)教育,起到關(guān)鍵性作用,作為準(zhǔn)小學(xué)數(shù)學(xué)教師的高職高專師范生就應(yīng)在校學(xué)習(xí)期間努力具備扎實(shí)的數(shù)學(xué)專業(yè)基礎(chǔ)和全面把握數(shù)學(xué)學(xué)科知識。小學(xué)數(shù)學(xué)學(xué)科中的知識看似簡單,但其中蘊(yùn)含著豐富的數(shù)學(xué)學(xué)科知識,其中算理知識的教與學(xué)越來越受到教育界的重視。根據(jù)認(rèn)知教育心理學(xué)理論,算理知識屬于陳述性知識,整數(shù)算理知識是以整數(shù)及其運(yùn)算為主要內(nèi)容的一個(gè)邏輯體系,主要包括數(shù)的認(rèn)識、數(shù)的運(yùn)算等內(nèi)容。筆者將整數(shù)算理知識分為事實(shí)性算理、概念性算理兩大類,事實(shí)性算理分為術(shù)語知識與具體細(xì)節(jié)和要素的知識兩個(gè)亞類,概念性算理分為表征圖式知識與原理通則知識兩類,同時(shí)將小學(xué)數(shù)學(xué)相關(guān)整數(shù)算理知識進(jìn)行大略分類匯總整理。對于師范生整數(shù)算理知識的現(xiàn)狀研究分兩部分進(jìn)行了解。首先編制了問卷調(diào)查師范生對算理知識的了解程度以及師范生在實(shí)習(xí)見習(xí)過程中遇到的問題學(xué)生是否意識到與算理知識掌握與否有關(guān)。經(jīng)統(tǒng)計(jì)分析發(fā)現(xiàn),雖然師范生在實(shí)習(xí)見習(xí)過程中遇到的不少困惑與算理知識相關(guān),但還是有不少學(xué)生僅僅歸因?yàn)檎n堂教學(xué)實(shí)施能力薄弱,還未意識到小學(xué)數(shù)學(xué)基礎(chǔ)專業(yè)知識是根本。這說明師范生雖然承認(rèn)算理知識在小學(xué)數(shù)學(xué)教學(xué)中的重要性,但沒有意識到自身正缺乏這類知識儲(chǔ)備,只是把“將不明白”的現(xiàn)象歸因?yàn)樽约赫n堂教學(xué)實(shí)施技能的欠缺。再次設(shè)計(jì)了整數(shù)算理知識測試卷,從而對學(xué)生整數(shù)算理知識的掌握程度進(jìn)行實(shí)證研究。利用spss17.0、excle2010對數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析發(fā)現(xiàn),師范生在整數(shù)算理知識掌握程度情況不容樂觀,基本都是一知半解的程度,很多基本概念的理解容易產(chǎn)生混淆,并且不能正確解釋運(yùn)算的原理和依據(jù)。歸其原因其一受應(yīng)試教育影響,機(jī)械式學(xué)習(xí)方式已成思維定勢。師范生整數(shù)算理知識與高等數(shù)學(xué)學(xué)科成績之間無統(tǒng)計(jì)意義的正相關(guān)關(guān)系,這說明師范生通過高強(qiáng)度的反復(fù)練習(xí)或記憶進(jìn)行學(xué)習(xí),即使有些問題沒有搞明白,通過考試前的臨陣磨槍仍能取得較好的成績,但是這樣的機(jī)械式學(xué)習(xí)方式放在算理知識的測試中卻不能奏效,不能保證算理知識的測試取得好成績。其二,對小學(xué)數(shù)學(xué)算理知識缺乏深入理解,,無法正確剖析計(jì)算背后的原理知識。根據(jù)調(diào)查研究及實(shí)證分析,確定師范生整數(shù)算理知識的教學(xué)策略:其一,注重陳述性知識的有意義學(xué)習(xí)過程,整理建構(gòu)算理知識體系;其二,注重知識主動(dòng)加工活動(dòng),結(jié)合教材深刻理解算理知識。通過在課堂探討以及課后作業(yè)布置等方式提出相關(guān)的思考問題,讓師范生嘗試自主查閱資料學(xué)習(xí),通過有意義學(xué)習(xí)的方式加強(qiáng)對算理基礎(chǔ)理論專業(yè)知識的抽象與形式水平的理解。經(jīng)過一段時(shí)間的教法類教學(xué)實(shí)踐,筆者對于整數(shù)算理知識的教學(xué)積累了豐富的教學(xué)案例,師范生對算理知識的掌握程度有了較大改善,并且產(chǎn)生濃厚的研究興趣,在技能大賽與論文取得了可喜的成績。
[Abstract]:Mathematics Teachers' mathematical literacy plays a key role in carrying out quality-oriented education in the course of mathematics. As a quasi primary school mathematics teacher, the students of higher vocational colleges should have a solid foundation of mathematics and a comprehensive grasp of the knowledge of mathematics during their study. There is a rich knowledge of mathematics, in which the teaching and learning of rational knowledge are paid more and more attention by the educational circles. According to the theory of cognitive education psychology, the intellectual knowledge belongs to the declarative knowledge, and the integral calculus knowledge is a logical system with the integer and its operation as the main content. It mainly includes the knowledge of the number and the operation of the number. The integers are divided into two categories: factual calculation and conceptual calculation. The factual calculation is divided into two subcategories of terminology knowledge and specific details and elements, and conceptual calculation is divided into two categories, which represent schematic knowledge and principle general principles. At the same time, the mathematics knowledge of primary school mathematics is summarized and collated in a brief classification. There are two parts of the present study on the integral calculus knowledge of normal students. First, we have compiled a questionnaire to investigate the degree of the students' understanding of the rational knowledge and whether the students in the course of the internship probation are aware of whether the students are aware of the mastery of the rational knowledge. Many of the perplexities encountered in the course are related to the knowledge of calculation, but there are still a number of students who are only attributable to the weakness in the implementation of the classroom teaching and the basic knowledge of basic mathematics in primary schools. This shows that the normal students are not aware of the lack of such knowledge, although they acknowledge the importance of mathematical knowledge in primary school mathematics teaching. Reserve, only the phenomenon that "will not understand" is attributable to the lack of the implementation skills of the classroom teaching. Redesigned the integral calculus knowledge test roll, so as to carry out an empirical study on the degree of students' knowledge of integer calculus. Using SPSS17.0 and excle2010 to analyze the data by statistical analysis, it is found that the normal students are in the mastery of integral calculus knowledge. The degree of degree is not optimistic, basically is the degree of half understanding, the understanding of many basic concepts is easy to produce confusion, and can not correctly explain the principle and basis of operation. The positive correlation of meaning means that normal students learn through high intensity repetition or memory. Even if some problems are not understood, they can still get better results through the front grinding guns before the exam, but such a mechanical way of learning can not work in the test of rational knowledge and can not guarantee the rational knowledge. The second, the lack of deep understanding of the knowledge of mathematical mathematics in primary schools, and the inability to correctly analyze the principles behind the calculation. According to the investigation and empirical analysis, the teaching strategies for the integer calculation of normal students are determined: first, the intentional learning process of the declarative knowledge is paid attention to, and the construction of the constructive knowledge system is arranged. In order to improve the understanding of the abstract and formal level of the professional knowledge of the basic theory by means of meaningful learning, the students will try to consult the data learning independently through the classroom discussion and the homework assignment. For some time, the teaching practice of teaching law has accumulated rich teaching cases for the teaching of integral calculus knowledge. The students' master degree of mathematical knowledge has been greatly improved, and a strong interest in research has been produced, and a gratifying achievement has been achieved in the skills competition and paper.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G652;G623.5

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本文編號：2009894