本文選題：小學(xué)數(shù)學(xué)教材 + 例題�。� 參考：《中央民族大學(xué)》2017年碩士論文

【摘要】：教材在學(xué)校課堂的教學(xué)過程中具有至關(guān)重要的作用,是教師"教"與學(xué)生"學(xué)"的重要媒介。教材的編寫質(zhì)量對(duì)教學(xué)質(zhì)量有著重要的影響,因此,教材的編寫研究也受到了越來越多的關(guān)注。目前,就小學(xué)數(shù)學(xué)教材而言,國(guó)內(nèi)外很多學(xué)者都做了研究,但針對(duì)小學(xué)數(shù)學(xué)教材中例題的研究還比較少,并且涉及教材例題功能方面的研究尚不夠深入,教材例題的情境設(shè)置及其功能應(yīng)用方面的挖掘程度還有待提高,這是當(dāng)前小學(xué)數(shù)學(xué)教材例題亟需解決的問題�；诖�,本文對(duì)我國(guó)小學(xué)數(shù)學(xué)教材例題的情境性與功能性進(jìn)行了研究。主要內(nèi)容及結(jié)論如下:1、對(duì)人教版、北師版、西師版三個(gè)版本小學(xué)數(shù)學(xué)教材例題的情境進(jìn)行分析,通過文獻(xiàn)分析得到的前人情境分類,并結(jié)合這三個(gè)版本教材的自身特點(diǎn),進(jìn)而形成本文情境分類的基礎(chǔ)。本文將例題情境分為五類:無情境、個(gè)人生活情境、社會(huì)生活情境、其他學(xué)科情境、動(dòng)畫情境。2、比較三版本教材在例題情境因素上的異同點(diǎn),總結(jié)出小學(xué)數(shù)學(xué)教材例題的情境分布特點(diǎn):生活情境(包括個(gè)人生活情境和社會(huì)生活情境)占比較高,其次是無情境,而動(dòng)畫情境和其他學(xué)科情境的比重較低。3、對(duì)人教版、北師版、西師版三版小學(xué)數(shù)學(xué)教材例題的功能進(jìn)行分析,通過文獻(xiàn)分析得到的前人功能分類,并結(jié)合這三個(gè)版本教材的自身特點(diǎn),形成本文例題功能分類的基礎(chǔ)。本文將例題功能分為六類:理解概念、鞏固知識(shí)、思維訓(xùn)練、培養(yǎng)動(dòng)手操作、鍛煉觀察力、解決實(shí)際問題。4、比較三版本教材在例題功能因素上的異同點(diǎn),總結(jié)出小學(xué)數(shù)學(xué)教材例題的功能分布特點(diǎn):鞏固知識(shí)類題目居多,其次是解決實(shí)際問題類,接著依次是理解概念、思維訓(xùn)練、培養(yǎng)動(dòng)手操作和鍛煉觀察力四種功能。5、先將三版本例題看作一個(gè)整體,分析小學(xué)數(shù)學(xué)教材例題的情境性因素和功能性因素之間的關(guān)系。接著分版本、分知識(shí)領(lǐng)域來探討例題情境和功能的關(guān)系,并作比較研究。結(jié)果發(fā)現(xiàn)例題功能與情境具有正相關(guān)的關(guān)系,即情境越復(fù)雜例題具有的功能就越強(qiáng)。另外,發(fā)現(xiàn)無情境和鞏固知識(shí)功能的關(guān)聯(lián)度最高,這說明無情境的例題主要是用來鞏固知識(shí);而其他學(xué)科情境和鍛煉觀察力功能之間的關(guān)聯(lián)度最低,幾乎不相關(guān)。6、對(duì)以上的研究結(jié)果進(jìn)行分析討論,得出本文的結(jié)論和建議:①在例題情境設(shè)置方面,應(yīng)該適當(dāng)降低例題無情境的比例,增加其他學(xué)科情境類例題的數(shù)量。②在例題功能設(shè)置方面,例題在各功能上的分布基本合理,但是涉及的功能類型較少,因此,今后的例題編寫可以適當(dāng)增加一些涉及其他功能的例題,比如培養(yǎng)數(shù)學(xué)表達(dá)能力、團(tuán)隊(duì)合作能力、閱讀理解能力等等。③在此基礎(chǔ)上,本文認(rèn)為應(yīng)該增強(qiáng)生活情境與思維訓(xùn)練、培養(yǎng)動(dòng)手操作、鍛煉觀察之間的關(guān)聯(lián)度。
[Abstract]:Teaching materials play an important role in the process of classroom teaching and are important media for teachers to teach and students to learn. The compiling quality of teaching material has an important influence on teaching quality, therefore, the research on the compilation of teaching material has been paid more and more attention. At present, many scholars at home and abroad have done research on primary school mathematics teaching materials, but the research on examples in primary school mathematics textbooks is still relatively few, and the research on the function of textbook examples is not deep enough. The situation setting and function application of textbook examples need to be improved, which is an urgent problem to be solved. Based on this, this paper studies the situational and functional aspects of mathematical teaching materials in primary schools in China. The main contents and conclusions are as follows: 1. This paper analyzes the situation of three versions of elementary school mathematics teaching materials, namely, the people's Education Edition, the Northern teacher's Edition and the Western teacher's version, and classifies the predecessors' situations through the literature analysis, and combines the characteristics of the three versions of the textbooks. And then form the basis of situation classification in this paper. In this paper, the sample situation is divided into five categories: no situation, personal life situation, social life situation, other subject situation, animation situation. The characteristics of situation distribution of mathematics teaching materials in primary school are summarized as follows: life situation (including personal life situation and social life situation) is relatively high, followed by no situation, but the proportion of animation situation and other subject situation is low. This paper analyzes the function of the examples of elementary school mathematics textbooks in Beishi Edition and West normal University Edition, and combines the characteristics of these three editions of textbooks to form the basis of the functional classification of the examples in this paper. In this paper, the functions of examples are divided into six categories: understanding concepts, consolidating knowledge, training thinking, training hands-on operation, exercising observation, solving practical problems. The functional distribution characteristics of the examples of primary school mathematics teaching materials are summarized: the consolidation of knowledge is the most, the next is solving the practical problems, and then the understanding of concepts, the training of thinking, In order to cultivate the four functions of hands-on operation and exercise observational ability, the three versions of examples are regarded as a whole first, and the relationship between situational factors and functional factors in the examples of primary school mathematics textbooks is analyzed. Then, it discusses the relationship between case and function in the domain of knowledge, and makes a comparative study. The results show that there is a positive correlation between the case function and the situation, that is, the more complex the situation, the stronger the function. In addition, there was the highest correlation between context-free and knowledge consolidation, which indicated that situational examples were mainly used to consolidate knowledge, while other disciplines had the lowest correlation between situational and observational functions. Almost irrelevant. 6, the above research results are analyzed and discussed, and the conclusion and suggestion of this paper is that the proportion of cases without situation should be appropriately reduced in the aspect of setting up the situation of the example. Increase the number of other subject case examples .2 in terms of the functional setting of the examples, the distribution of each function of the examples is basically reasonable, but the number of functional types involved is relatively small, so, In the future, we can add some examples involving other functions, such as cultivating mathematical expression ability, teamwork ability, reading comprehension ability and so on. 3. On this basis, this paper holds that life situation and thinking training should be strengthened. Cultivate hands-on operation, exercise the correlation between observation.
【學(xué)位授予單位】：中央民族大學(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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