發(fā)布時間：2018-06-14 10:42

  本文選題：數(shù)學活動課程 + 經(jīng)驗學習��； 參考：《上海師范大學》2017年碩士論文

【摘要】：一個多世紀以來,數(shù)學的應用越來越廣泛。但是數(shù)學課,由于其本身的特點,課程中往往偏向于偏理性,越到后期對學生的思維要求也越來越高。所以數(shù)學活動課就是對這一課程的延伸和應用。數(shù)學活動課的開展有利于學生數(shù)學能力的提高以及綜合素質(zhì)的提升,所以國家教委頒發(fā)的義務教育階段的《課程方案》中關(guān)于課程設(shè)置的重改革內(nèi)容之一就是把活動課提高到課程設(shè)置的高度來認識與安排[1]。以往數(shù)學課往往局限于課堂或者是零散的、局部的,缺少對活動課程的系統(tǒng)性的、全面的研究,也使活動課程的構(gòu)建少了一定的實踐基礎(chǔ)。因此,本文試圖從課程的角度出發(fā),分析活動課程對學生數(shù)學經(jīng)驗學習的作用,研究支撐其發(fā)展的要素、考察學生活動學習所得經(jīng)驗對后期學習的應用水平和層次,并提出相關(guān)建議。首先,從課程的角度出發(fā)確定以四年級教材《角》這一單元為例做一個活動課程系列,本文采用了定性研究方法,分析幾何模塊在國內(nèi)外教材編排中的異同以及意圖,同時確定角這一單元在整個教材中的前后關(guān)系,確定活動方式。其次,我們選取了多元部四年級的2個班36個人作為研究樣本,進行了傳統(tǒng)課和活動課的教學對比研究,得出:無論是橫向比較(班與班之間)還是縱向比較(班級的發(fā)展趨勢以及學生個體的發(fā)展趨勢),活動課程對學生的影響更大。1、學生在運用活動課中所得出的經(jīng)驗的學習中對后面理論知識的理解和數(shù)學再次應用表現(xiàn)出比較大的優(yōu)勢。2、學生的學習效率傳統(tǒng)教學中的學習效率更高。適時的教學干預是必須的,在活動過程中,教師要提供合適的教學材料,引導學生更好的在活動課中得到發(fā)展,如果沒有教學合適的教學干預,學生的活動課沒辦法得出系統(tǒng)的經(jīng)驗甚至會對學生下一步經(jīng)驗的形成和運用形成無法彌補的欠缺。對測試的結(jié)果分析后還發(fā)現(xiàn),活動課后50%學生對于知識的拓展能達到更高一級水平的要求,遠遠超過了同期傳統(tǒng)教學下學生的水平,40%的學生概念理解和數(shù)學應用能夠基本掌握,跟傳統(tǒng)教學下學生的水平持平,10%的學生部分概念掌握較差,跟傳統(tǒng)教學下學生的水平持平�；谏鲜鲅芯拷Y(jié)果。我們可以得出這樣一個結(jié)論:活動課對學生后續(xù)數(shù)學經(jīng)驗的積累和學習影響比較大。建議課程學習中可以以一節(jié)活動課為基礎(chǔ)奠定活動經(jīng)驗,再把活動課中的活動經(jīng)驗運用到后一節(jié)課的數(shù)學理論學習中。即“活動—新授—活動—新授”的教學模式。本研究中所涉及教學模式只適合于一部分教學內(nèi)容,至于如何進行更深一步的挖掘活動課的經(jīng)驗以及如何運用“活動—新授—活動—新授”這一模式還需要進一步的深入思考和研究。希望相關(guān)的研究能給基礎(chǔ)教育提供一定的方向和依據(jù)。
[Abstract]:For more than a century, mathematics has been used more and more widely. However, because of its own characteristics, mathematics courses tend to be biased towards rationality, and the higher the demand for students' thinking is at the later stage. So mathematics activity course is the extension and application of this course. The development of mathematics activity course is beneficial to the improvement of students' mathematics ability and the improvement of their comprehensive quality. Therefore, one of the important contents of the curriculum reform in the compulsory education program issued by the State Education Commission is to raise the activity course to the level of curriculum setting to understand and arrange it [1]. In the past, mathematics courses were often confined to the classroom or scattered, partial, lack of systematic and comprehensive research on the active curriculum, but also made the construction of the activity curriculum without some practical foundation. Therefore, from the perspective of curriculum, this paper attempts to analyze the effect of activity curriculum on students' learning experience in mathematics, to study the elements supporting its development, and to investigate the level and level of application of the experience gained from student activity learning to later learning. And put forward relevant suggestions. First of all, from the point of view of curriculum, we make a series of active courses with the unit of Grade 4 textbook "Angle" as an example. This paper adopts qualitative research method to analyze the similarities and differences of geometric modules in the arrangement of textbooks at home and abroad, as well as their intentions. At the same time, determine the angle of the unit in the whole textbook before and after the relationship, determine the mode of activities. Secondly, we selected 36 students from 2 classes in the fourth grade of multiple department as the research sample, and made a comparative study on the teaching of traditional class and activity class. It is concluded that whether it is horizontal comparison (between classes) or vertical comparison (class development trend and student individual development trend), the impact of activity curriculum on students is greater. 1. The understanding of the theoretical knowledge and the application of mathematics in the past learning show a great advantage. 2. The students' learning efficiency is higher in traditional teaching. Timely teaching intervention is necessary, in the process of activities, teachers should provide appropriate teaching materials to guide students to better develop in the activities, if there is no appropriate teaching intervention, The students' activity lessons can not get the systematic experience even the formation and application of the students' next experience can not make up for the lack. After analyzing the results of the test, it was also found that 50% of the students after the activity class could reach a higher level of knowledge expansion, which far exceeded the level of 40% of the students in traditional teaching during the same period, and that the students' conceptual understanding and mathematical application could be basically grasped. The level of students in traditional teaching is equal to that of students in traditional teaching, and the level of students in traditional teaching is equal to that of students in traditional teaching. Based on the above results. We can draw a conclusion that activity class has a great influence on the accumulation and learning of students' subsequent mathematical experience. It is suggested that the activity experience can be established on the basis of one activity class in the course study, and then the activity experience in the activity class can be applied to the mathematics theory study in the later class. That is, "activity-new-activity-new teaching" teaching mode. The teaching model involved in this study is only suitable for a part of the teaching content. As for the experience of how to carry out the further excavation class and how to use the model of "activity-new-activity-new teaching", it is necessary to further think and study. Hope that the relevant research can provide a certain direction and basis for basic education.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5

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本文編號：2017109