本文選題：小學(xué)數(shù)學(xué) + 教學(xué)方法��； 參考：《杭州師范大學(xué)》2015年碩士論文

【摘要】：新中國(guó)成立至二十世紀(jì)末期(1949-2000),中國(guó)小學(xué)數(shù)學(xué)教學(xué)方法的變化與發(fā)展可以大致分為三個(gè)時(shí)期:借鑒與探索期(1949-1965)、破壞與停滯期(1966-1966)、發(fā)展與創(chuàng)新期(1977-2000)。在借鑒與探索期,凱洛夫的五環(huán)節(jié)教學(xué)法成為建國(guó)初期小學(xué)數(shù)學(xué)教學(xué)方法的標(biāo)準(zhǔn)范式;當(dāng)我國(guó)教育界開(kāi)始意識(shí)到這種機(jī)械照搬的弊端時(shí),教學(xué)方法的改革就進(jìn)入了與本土教學(xué)實(shí)際相結(jié)合的探索階段,在這一階段精講多練、啟發(fā)式教學(xué)法等教學(xué)方法的改革實(shí)驗(yàn)得到廣泛開(kāi)展;借鑒與探索期,小學(xué)數(shù)學(xué)教學(xué)方法呈現(xiàn)出如下特點(diǎn):政治色彩鮮明;教學(xué)方法單一且形式化,重基礎(chǔ)知識(shí)傳授,忽視基本能力訓(xùn)練;教學(xué)方法改革先搬后化,有待深入;建國(guó)前引進(jìn)的教學(xué)方法基本被全盤否定,未取其精華。破壞與停滯期,教學(xué)方法的改革經(jīng)歷了“文革”十年的浩劫,除三算結(jié)合迎合了當(dāng)時(shí)教育與生產(chǎn)勞動(dòng)相結(jié)合的政策以外,其他教學(xué)方法皆無(wú)跡可尋�？梢哉f(shuō)這一時(shí)期最為顯著的特點(diǎn)是,政治成為決定一切的因素。文革結(jié)束后,小學(xué)數(shù)學(xué)教學(xué)方法也進(jìn)入了發(fā)展與創(chuàng)新的新時(shí)期,這一時(shí)期嘗試教學(xué)法、四性教學(xué)法、六因素單元教學(xué)法、實(shí)際操作法等等使教學(xué)方法領(lǐng)域呈現(xiàn)出欣欣向榮的新氣象。與前兩個(gè)時(shí)期相比,特點(diǎn)更加鮮明:首先,教學(xué)方法改革沿著繼承、吸收、創(chuàng)新的道路進(jìn)行;其次,教學(xué)方法改革逐步深入,科學(xué)性越來(lái)越強(qiáng);再次,以發(fā)展學(xué)生智力、讓學(xué)生學(xué)會(huì)學(xué)習(xí)為出發(fā)點(diǎn)和落腳點(diǎn),以注重學(xué)生健康為關(guān)鍵點(diǎn);然而,教學(xué)方法改革大潮中盲目跟風(fēng)與淡漠推廣的現(xiàn)象并存。如何妥善處理知識(shí)傳授與發(fā)展能力、經(jīng)驗(yàn)借鑒與自主探索、繼承與創(chuàng)新、基礎(chǔ)理論與實(shí)踐變革之間的關(guān)系,是小學(xué)數(shù)學(xué)教學(xué)方法的沿革過(guò)程中一直受到關(guān)注但仍需努力解決的核心問(wèn)題。本論文由五個(gè)部分組成:第一部分闡述研究背景及意義、概念界定、時(shí)間范圍與階段劃分、研究綜述、研究方法;第二、三、四部分分別梳理了“借鑒與探索期”(1949-1965)、“破壞與停滯期”(1966-1976)、“發(fā)展與創(chuàng)新期”(1977-2000)三個(gè)時(shí)期小學(xué)數(shù)學(xué)教學(xué)方法沿革的背景、內(nèi)容及特點(diǎn);第五部分剖析了教學(xué)方法沿革的外部與內(nèi)部動(dòng)因,發(fā)展趨勢(shì)以及對(duì)小學(xué)數(shù)學(xué)教學(xué)方法沿革的反思與啟示。
[Abstract]:From the founding of New China to the end of the 20th century (1949-2000), the change and development of mathematics teaching methods in primary schools in China can be divided into three periods: the period of reference and exploration (1949-1965), the period of destruction and stagnation (1966-1966), the period of development and innovation (1977-2000). During the period of reference and exploration, Kelov's five-link teaching method became the standard paradigm of elementary school mathematics teaching method in the early days of the founding of the people's Republic of China. The reform of teaching methods has entered the exploration stage of combining with the local teaching practice. In this stage, the reform experiments of teaching methods, such as intensive teaching and more practice, heuristic teaching methods and so on, have been widely carried out, and the period of reference and exploration has been used for reference. The teaching methods of mathematics in primary school show the following characteristics: the political color is bright, the teaching method is single and formalized, the basic knowledge is imparted, and the basic ability training is neglected, the reform of teaching method needs to be carried out first, and then to be further developed. The teaching methods introduced before the founding of the people's Republic of China were completely denied, and the essence of them was not taken. During the period of destruction and stagnation, the reform of teaching methods experienced the "Cultural Revolution" ten years of catastrophe, except for the combination of three calculations and the policy of combining education and productive labor at that time, the other teaching methods were nowhere to be found. It can be said that the most prominent feature of this period is that politics is the determining factor. After the Cultural Revolution, the teaching methods of mathematics in primary school also entered a new period of development and innovation. In this period, try teaching method, four sex teaching method, six factor unit teaching method, The actual operation method and so on causes the teaching method domain to present the flourishing new atmosphere. Compared with the first two periods, the characteristics are more distinct: first, the reform of teaching methods is carried out along the way of inheritance, absorption and innovation; secondly, the reform of teaching methods is gradually deepening and becoming more and more scientific, and thirdly, to develop students' intelligence, Let the students learn to study as the starting point and the foothold, pay attention to the students' health as the key point; however, the phenomenon of blind follow the wind and indifferent promotion coexist in the tide of teaching method reform. How to properly deal with the relationship between knowledge imparting and development ability, experience reference and independent exploration, inheritance and innovation, basic theory and practical change, Is the primary school mathematics teaching method evolution process has been paid attention to, but still needs to solve the core problem. This paper is composed of five parts: the first part describes the research background and significance, the definition of concept, the time range and phase division, research review, research methods; second, third, The four parts respectively combed the background, content and characteristics of the evolution of primary school mathematics teaching methods in three periods: the period of reference and exploration (1949-1965), the period of destruction and stasis (1966-1976) and the period of development and innovation (1977-2000). The fifth part analyzes the external and internal causes of the evolution of teaching methods, the development trend and the reflection and inspiration to the evolution of primary school mathematics teaching methods.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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