【摘要】：小學(xué)數(shù)學(xué)文化主題式教學(xué)是深化我國(guó)小學(xué)數(shù)學(xué)課堂教學(xué)改革的現(xiàn)實(shí)需要�！读x務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)(2011年版)》提出“數(shù)學(xué)是人類文化的重要組成部分”。對(duì)數(shù)學(xué)文化的關(guān)注反映了我國(guó)數(shù)學(xué)教學(xué)不僅關(guān)注數(shù)學(xué)知識(shí)、而且也重視學(xué)生參與數(shù)學(xué)知識(shí)產(chǎn)生、發(fā)展過(guò)程,關(guān)注數(shù)學(xué)知識(shí)背后更深層次的數(shù)學(xué)思想。數(shù)學(xué)文化的主題式教學(xué)能夠培養(yǎng)學(xué)生的數(shù)學(xué)學(xué)習(xí)興趣,幫助學(xué)生在數(shù)學(xué)思維活動(dòng)中生動(dòng)地感悟數(shù)學(xué)思想,對(duì)于完善學(xué)生的數(shù)學(xué)認(rèn)知結(jié)構(gòu)和培養(yǎng)學(xué)生理性思維能力都具有重要的現(xiàn)實(shí)意義。本研究以兩類不同數(shù)學(xué)文化素材組織形式的小學(xué)數(shù)學(xué)文化主題式教學(xué),橫向拓展型的《起床后的學(xué)問(wèn)》和縱向深化型的《一筆畫(huà)》為例,對(duì)小學(xué)數(shù)學(xué)文化主題式教學(xué)進(jìn)行分析,探究影響小學(xué)數(shù)學(xué)文化主題式教學(xué)的因素,并提出相應(yīng)的教學(xué)建議。本研究主要從以下七個(gè)部分進(jìn)行:第一部分,引言。采用文獻(xiàn)分析的方法對(duì)數(shù)學(xué)文化以及主題式教學(xué)相關(guān)文獻(xiàn)進(jìn)行了梳理,在已有研究的基礎(chǔ)上確定本研究的研究問(wèn)題及研究框架。第二部分,小學(xué)數(shù)學(xué)文化主題式教學(xué)的基本意蘊(yùn)。界定小學(xué)數(shù)學(xué)文化主題式教學(xué)的內(nèi)涵,分析小學(xué)數(shù)學(xué)文化主題式教學(xué)的特征,闡明小學(xué)數(shù)學(xué)文化主題式教學(xué)的意義。第三部分,小學(xué)數(shù)學(xué)文化主題式教學(xué)的理論基礎(chǔ)。分別從心理學(xué)、哲學(xué)和教育學(xué)三個(gè)領(lǐng)域闡述小學(xué)數(shù)學(xué)文化主題式教學(xué)的理論基礎(chǔ),包括心理發(fā)展理論、個(gè)人知識(shí)理論以及數(shù)學(xué)教學(xué)理論。第四部分,小學(xué)數(shù)學(xué)文化主題式教學(xué)的基本組織。探究小學(xué)數(shù)學(xué)文化主題式教學(xué)中數(shù)學(xué)文化素材組織的基本類型以及小學(xué)數(shù)學(xué)文化主題式教學(xué)的組織原則。第五部分,小學(xué)數(shù)學(xué)文化主題式教學(xué)的分析路徑。構(gòu)建小學(xué)數(shù)學(xué)主題式教學(xué)的分析框架,提出從教學(xué)活動(dòng)要素、教學(xué)活動(dòng)條件和教學(xué)活動(dòng)層次三個(gè)方面分析小學(xué)數(shù)學(xué)文化主題式教學(xué)中學(xué)生的數(shù)學(xué)活動(dòng)過(guò)程。第六部分,小學(xué)數(shù)學(xué)文化主題式教學(xué)案例剖析。選取兩類典型的小學(xué)數(shù)學(xué)文化主題式教學(xué)案例,對(duì)教學(xué)案例中學(xué)生的數(shù)學(xué)活動(dòng)過(guò)程、層次及教學(xué)中存在的問(wèn)題、原因進(jìn)行分析。第七部分,研究結(jié)論與建議。本研究的結(jié)論是:組織數(shù)學(xué)文化素材是有效教學(xué)的前提;數(shù)學(xué)化的活動(dòng)過(guò)程是感悟數(shù)學(xué)思想的途徑;學(xué)生的思維參與是開(kāi)展數(shù)學(xué)活動(dòng)的條件�；谝陨涎芯拷Y(jié)論,提出有效開(kāi)展小學(xué)數(shù)學(xué)文化主題式教學(xué)的建議為:根據(jù)主題安排教學(xué)內(nèi)容,合理選擇和整合數(shù)學(xué)文化素材;以知識(shí)為基礎(chǔ)、以問(wèn)題為引導(dǎo),以情境為平臺(tái),促進(jìn)學(xué)生思維參與;增強(qiáng)過(guò)程性的反思活動(dòng),提供數(shù)學(xué)化過(guò)程體驗(yàn)。本研究只對(duì)兩類不同數(shù)學(xué)文化素材組織類型的小學(xué)數(shù)學(xué)文化主題式教學(xué)進(jìn)行了分析,并且只涉及了數(shù)學(xué)抽象和統(tǒng)籌思想的小學(xué)數(shù)學(xué)文化主題式教學(xué),研究具有一定的局限性。對(duì)其他學(xué)段以及其他數(shù)學(xué)思想的小學(xué)數(shù)學(xué)文化主題式教學(xué)的探究是后續(xù)研究的方向。
[Abstract]:Subject teaching of primary school mathematics culture is the realistic need of deepening the reform of mathematics classroom teaching in primary schools in China. Mathematics is an important part of human culture, according to Mathematics Curriculum Standard of compulsory Education (2011 Edition). The attention to mathematics culture reflects that mathematics teaching in our country not only pays attention to mathematics knowledge, but also pays attention to students' participation in the generation and development of mathematics knowledge, and pays attention to the deeper mathematical thought behind mathematics knowledge. The themed teaching of mathematics culture can cultivate students' interest in mathematics learning and help students to realize mathematics thoughts vividly in mathematics thinking activities. It has important practical significance for perfecting students' cognitive structure of mathematics and cultivating students' rational thinking ability. This research takes two kinds of mathematics culture material organization form elementary school mathematics culture theme teaching, the horizontal expansion type "the knowledge after getting up" and the longitudinal deepening type "one brush painting" as an example, carries on the analysis to the elementary school mathematics culture theme teaching. This paper probes into the factors that affect the subject teaching of mathematics culture in primary school and puts forward corresponding teaching suggestions. This research mainly from the following seven parts: the first part, introduction. In this paper, literature analysis is used to sort out the literature related to mathematical culture and thematic teaching, and the research problems and research framework are determined on the basis of the existing research. The second part, the elementary school mathematics culture theme teaching basic implication. This paper defines the connotation of primary school mathematics culture themed teaching, analyzes the characteristics of primary school mathematics culture theme teaching, and clarifies the significance of primary school mathematics culture theme teaching. The third part, the theoretical basis of primary school mathematics culture theme teaching. From three fields of psychology, philosophy and pedagogy, this paper expounds the theoretical basis of the subject teaching of mathematics culture in primary school, including the theory of psychological development, the theory of personal knowledge and the theory of mathematics teaching. The fourth part, the elementary school mathematics culture theme teaching basic organization. This paper probes into the basic types of mathematical cultural material organization in primary school mathematics culture themed teaching and the organizing principle of primary school mathematics culture theme teaching. The fifth part, the elementary school mathematics culture theme teaching analysis path. This paper constructs the analysis frame of primary school mathematics themed teaching, and puts forward the analysis of mathematics activity process of primary school mathematics culture theme teaching from three aspects: teaching activity elements, teaching activity condition and teaching activity level. The sixth part, the primary school mathematics culture theme teaching case analysis. This paper selects two typical primary school mathematics culture thematic teaching cases to analyze the mathematics activity process, level, teaching problems and reasons of middle school students' teaching cases. The seventh part, research conclusions and recommendations. The conclusions of this study are as follows: organizing the material of mathematics culture is the premise of effective teaching; the process of mathematical activity is the way to understand mathematical thought; the participation of students' thinking is the condition of developing mathematics activity. Based on the above conclusions, some suggestions are put forward to effectively develop the subject teaching of mathematics culture in primary school: arranging the teaching content according to the theme, choosing and integrating the material of mathematics culture reasonably, taking the knowledge as the foundation, taking the question as the guide, and taking the situation as the platform. To promote students' thinking participation, to enhance the process of reflection activities, to provide mathematical process experience. This research only analyzes two kinds of primary school mathematics culture subject teaching with different types of mathematical cultural material organization, and only involves the mathematics abstract and the overall plan thought elementary school mathematics culture theme teaching, the research has certain limitation. It is the direction of further research to explore the subject teaching of mathematics culture in primary schools.
【學(xué)位授予單位】：西南大學(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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