本文選題：小學(xué)生 + 策略性知識(shí)�。� 參考：《四川師范大學(xué)》2016年碩士論文

【摘要】：策略性知識(shí)是一種有關(guān)怎樣學(xué)習(xí)、怎樣思維的知識(shí),通過策略知識(shí)教學(xué)可以幫助學(xué)生形成學(xué)習(xí)策略,從而學(xué)會(huì)學(xué)習(xí),學(xué)會(huì)思考,提高學(xué)習(xí)的效率和解決問題的能力,從而達(dá)到培養(yǎng)學(xué)生思維能力和創(chuàng)新能力的目的,真正實(shí)現(xiàn)素質(zhì)教育。傳統(tǒng)的數(shù)學(xué)課堂,教師注重的是知識(shí)和技能的傳授,對(duì)思想方法等策略性知識(shí)的重視不夠。在新課程理念下,策略性知識(shí)日漸受到重視,但是對(duì)大多數(shù)教師學(xué)生來說,數(shù)學(xué)策略性知識(shí)還是一個(gè)比較陌生的事物。有一些教師也會(huì)在課堂上進(jìn)行一些滲透,學(xué)生也會(huì)學(xué)到一些策略性知識(shí),但是無論是教師的教還是學(xué)生的學(xué),都帶有一定的無意識(shí)性,目的性不強(qiáng),因而學(xué)生學(xué)到的數(shù)學(xué)策略性知識(shí)是零散的,浮淺的,一般停留在感受和初步的了解階段,根本沒有掌握策略,更談不上運(yùn)用策略了。正是基于這種現(xiàn)狀,本課題深入研究小學(xué)生數(shù)學(xué)策略性知識(shí)的形成過程,為數(shù)學(xué)策略性知識(shí)教學(xué)提供一些參考,幫助教師轉(zhuǎn)變教育觀念,改變教與學(xué)的方式,培養(yǎng)學(xué)生的思維能力,提高課堂教學(xué)的效益,促進(jìn)學(xué)生與教師的和諧發(fā)展,提高小學(xué)生的數(shù)學(xué)學(xué)習(xí)能力。本文首先對(duì)研究背景,國內(nèi)外研究現(xiàn)狀,研究的內(nèi)容、意義和研究方法進(jìn)行了闡述,發(fā)現(xiàn)國內(nèi)外研究學(xué)習(xí)策略的時(shí)間還不長,但人們卻非常關(guān)注這一新領(lǐng)域。研究者不僅研究“哪些策略”、“何時(shí)與怎樣使用策略”,他們更研究“策略的教學(xué)”。但是都比較籠統(tǒng),一般化,具體到某一學(xué)科某一階段學(xué)生的學(xué)習(xí)策略的形成研究較少,特別是小學(xué)生數(shù)學(xué)策略性知識(shí)形成的研究更少。其次,本文對(duì)數(shù)學(xué)策略性知識(shí)進(jìn)行了相關(guān)理論分析,闡明了策略性知識(shí)和數(shù)學(xué)策略性知識(shí)的內(nèi)涵。第三,本文研究了小學(xué)數(shù)學(xué)中主要有哪些策略性知識(shí),經(jīng)過研究,發(fā)現(xiàn)小學(xué)數(shù)學(xué)中主要有以下一些策略性知識(shí):轉(zhuǎn)化的策略、畫圖的策略、列表的策略、猜想與嘗試的策略、從特例來始尋找規(guī)律的策略。第四,本文對(duì)小學(xué)生數(shù)學(xué)策略性知識(shí)的形成過程進(jìn)行了探索。數(shù)學(xué)策略性知識(shí)具有以下一些特點(diǎn):廣泛性、隱匿性、概括性、多向性、綜合性。在教學(xué)中,策略性知識(shí)一般需要經(jīng)歷了解階段、轉(zhuǎn)化階段、轉(zhuǎn)化階段這三個(gè)階段才能形成。根據(jù)小學(xué)生的認(rèn)知特點(diǎn)和數(shù)學(xué)策略性知識(shí)的特點(diǎn),在教學(xué)中,小學(xué)生數(shù)學(xué)策略性的形成應(yīng)該經(jīng)歷4個(gè)階段。第一階段:策略性知識(shí)的感知階段;第二階段:策略性知識(shí)的體驗(yàn)階段;第三階段:策略性知識(shí)的構(gòu)建階段;第四階段:策略性知識(shí)的提升階段。由此,本文提出數(shù)學(xué)策略性知識(shí)的教學(xué)策略有:化隱性為顯性;加強(qiáng)教學(xué)的活動(dòng)性;反復(fù)滲透,循序漸進(jìn)地進(jìn)行教學(xué)。本文又以具體課例“雞兔同籠”問題為例談了策略性知識(shí)教學(xué)的一般過程:自主探究,感知策略性知識(shí);互動(dòng)交流,體驗(yàn)策略性知識(shí);歸納提煉,構(gòu)建策略性知識(shí);練習(xí)鞏固,提升策略性知識(shí)。第五,為了驗(yàn)證策略性知識(shí)教學(xué)的效果,本文設(shè)計(jì)了調(diào)查問卷,并在兩個(gè)班進(jìn)行了教學(xué)實(shí)驗(yàn)。通過問卷調(diào)查分析和兩個(gè)班進(jìn)行教學(xué)實(shí)驗(yàn)的結(jié)果發(fā)現(xiàn):進(jìn)行策略性知識(shí)教學(xué)后,課堂教學(xué)效益、學(xué)生的思維能力和數(shù)學(xué)學(xué)習(xí)能力都得到了顯著提高。
[Abstract]:Strategic knowledge is a kind of knowledge about how to learn and how to think. Through the teaching of strategic knowledge, it can help students to form learning strategies, learn to learn, learn to think, improve the efficiency of learning and solve problems, so as to achieve the purpose of cultivating students' thinking ability and innovation ability, and truly realize quality education. In mathematics class, teachers pay attention to the imparting of knowledge and skills, and not enough attention to strategic knowledge such as ideological methods. Under the new curriculum concept, strategic knowledge is being paid more and more attention, but for most teachers, mathematical strategic knowledge is still a relatively strange thing. Some teachers will also do some in the classroom. Infiltration, students will also learn some strategic knowledge, but whether teachers or students' learning, all with a certain sense of unconsciousness, the purpose is not strong, so the students learned mathematical strategic knowledge is scattered, shallow, generally staying in the feeling and initial stage of understanding, there is no strategy, let alone the use of strategies. On the basis of this situation, this topic is to study the formation process of primary school mathematics strategic knowledge, to provide some reference for the teaching of mathematical strategic knowledge, to help teachers to change their educational ideas, to change the way of teaching and learning, to cultivate the students' thinking ability, to improve the efficiency of the classroom teaching and to promote the harmonious development of the students and teachers. First of all, this paper expounds the background of the study, the present situation at home and abroad, the content of the research, the significance and the research methods, and finds that the time for studying learning strategies at home and abroad is not long, but people are very concerned about this new field. They are more general and general. There are few studies on the formation of students' learning strategies at one stage of a certain subject, especially the study of the formation of mathematical strategic knowledge in primary school students. Secondly, this paper analyses the strategic knowledge of mathematics and clarifies strategic knowledge. The connotation of strategic knowledge of knowledge and mathematics. Third, this paper studies the main strategic knowledge in primary school mathematics. After research, it is found that there are some strategic knowledge in Primary Mathematics: the strategy of transformation, the strategy of drawing, the strategy of list, the strategy of conjectures and attempts, and the strategy of finding the law from the special case. Fourth, this paper The formation process of primary school students' mathematical strategic knowledge is explored. Mathematical strategic knowledge has the following characteristics: universality, concealment, generality, multidirectional, comprehensive. In teaching, the strategic knowledge usually needs to experience the three stages of knowledge, transformation stage and transformation stage. According to the cognitive characteristics of primary school students The characteristics of point and mathematical strategic knowledge, in the teaching, the formation of primary school students' mathematical strategy should go through 4 stages. The first stage: the cognitive stage of strategic knowledge; the second stage: the experiential stage of strategic knowledge; the third stage: the construction stage of strategic knowledge; the fourth stage: the promotion stage of strategic knowledge. The teaching strategies of mathematical strategic knowledge include: recessive and dominant; strengthening the activity of teaching; repeated infiltration and progressive teaching. This article also talks about the general process of strategic knowledge teaching with the specific example of "chicken and rabbit with the cage" problem: independent inquiry, sense of strategic knowledge; interactive communication, experience strategic knowledge; return. In order to verify the effectiveness of strategic knowledge teaching, fifth, this paper designed a questionnaire and carried out a teaching experiment in two classes. The results of a questionnaire survey and two classes were carried out in the teaching experiment. After the teaching of strategic knowledge, the classroom teaching efficiency was carried out. The students' thinking ability and mathematics learning ability have been significantly improved.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G623.5

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