小學(xué)數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)習(xí)得的教學(xué)實(shí)踐研究
發(fā)布時(shí)間：2018-09-03 07:24
【摘要】：2011版課程標(biāo)準(zhǔn)中將數(shù)學(xué)課程總目標(biāo)的首條定為:通過(guò)義務(wù)教育階段的數(shù)學(xué)學(xué)習(xí),學(xué)生能獲得適應(yīng)社會(huì)生活和進(jìn)一步發(fā)展所必需的數(shù)學(xué)的基礎(chǔ)知識(shí)、基本技能、基本思想、基本活動(dòng)經(jīng)驗(yàn)。將原有的雙基教學(xué)延伸至四基,其中數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)即是新增加的一項(xiàng)內(nèi)容。在《義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)(2011年版)解讀》(北京師范大學(xué)出版社)中指出:“本次提出‘?dāng)?shù)學(xué)活動(dòng)經(jīng)驗(yàn)’還有一個(gè)重要目的是培養(yǎng)學(xué)生在活動(dòng)中從數(shù)學(xué)的角度進(jìn)行思考,直觀地、合情地獲得一些結(jié)果,因?yàn)檫@是數(shù)學(xué)創(chuàng)造的根本,是得到新結(jié)果的主要途徑�！鲍@得數(shù)學(xué)活動(dòng)經(jīng)驗(yàn),最重要的是積累“發(fā)現(xiàn)問(wèn)題、提煉問(wèn)題”的經(jīng)驗(yàn),以及“分析問(wèn)題、解決問(wèn)題”的經(jīng)驗(yàn),總之,是“從頭”想問(wèn)題、做問(wèn)題的全過(guò)程的經(jīng)驗(yàn)。在這個(gè)過(guò)程中,學(xué)生親歷數(shù)學(xué)活動(dòng),感知數(shù)學(xué)知識(shí),獲得數(shù)學(xué)方法,最終逐步內(nèi)化成具有個(gè)性特征的創(chuàng)造性活動(dòng)的實(shí)踐能力。根據(jù)小學(xué)高年級(jí)學(xué)生的年齡特點(diǎn),對(duì)數(shù)學(xué)學(xué)習(xí)活動(dòng)經(jīng)驗(yàn)的研究,有助于教師關(guān)注學(xué)生學(xué)習(xí)過(guò)程,進(jìn)行學(xué)習(xí)內(nèi)容的梳理,豐富課內(nèi)外活動(dòng),有助于學(xué)生主動(dòng)將書本知識(shí)聯(lián)系生活實(shí)際,提高學(xué)習(xí)興趣,增強(qiáng)學(xué)習(xí)動(dòng)力,從而帶動(dòng)整個(gè)數(shù)學(xué)課程的學(xué)習(xí),最終提高學(xué)生的數(shù)學(xué)素養(yǎng)。本研究立足于課程標(biāo)準(zhǔn),在建構(gòu)主義理論、經(jīng)驗(yàn)學(xué)習(xí)圈理論的基礎(chǔ)上進(jìn)行相關(guān)研究。首先對(duì)有關(guān)活動(dòng)經(jīng)驗(yàn)的內(nèi)涵、分類、教育價(jià)值、教學(xué)策略這四個(gè)方面進(jìn)行文獻(xiàn)研究;其次結(jié)合本人的教學(xué)實(shí)踐,對(duì)能豐富學(xué)生數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)的學(xué)習(xí)內(nèi)容進(jìn)行開發(fā),從教材與生活兩個(gè)途徑出發(fā),從數(shù)的活動(dòng)、量的活動(dòng)、幾何小實(shí)踐、統(tǒng)計(jì)的活動(dòng)這幾個(gè)方面梳理出小學(xué)數(shù)學(xué)課堂中可供開發(fā)數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)的學(xué)習(xí)內(nèi)容;最后,運(yùn)用課堂實(shí)踐與理論分析相結(jié)合的模式,對(duì)積累的案例進(jìn)行深入分析,從學(xué)生學(xué)習(xí)過(guò)程的角度出發(fā),通過(guò)經(jīng)驗(yàn)總結(jié)法、案例研究法等,得到幫助學(xué)生在課堂內(nèi)外建構(gòu)數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)的教學(xué)策略:積極搭建平等對(duì)話的平臺(tái),加強(qiáng)多元的社會(huì)性的互動(dòng),嘗試積極學(xué)習(xí);總結(jié)梳理學(xué)生的已有經(jīng)驗(yàn),促使其主動(dòng)建構(gòu),實(shí)現(xiàn)意義學(xué)習(xí);創(chuàng)設(shè)現(xiàn)實(shí)的數(shù)學(xué)場(chǎng)景,滿足學(xué)生體驗(yàn)的愿望,探索情境學(xué)習(xí);創(chuàng)設(shè)良好課堂氣氛,重視學(xué)生的情緒體驗(yàn),走進(jìn)快樂(lè)學(xué)習(xí);重視聯(lián)系生活實(shí)際,提高學(xué)生的應(yīng)用能力,實(shí)現(xiàn)有效學(xué)習(xí);課外活動(dòng)多元化,數(shù)學(xué)知識(shí)用于生活。
[Abstract]:In the 2011 edition of the curriculum standard, the first objective of the mathematics curriculum is defined as: through the mathematics study in the compulsory education stage, students can acquire the basic knowledge, basic skills and basic ideas of mathematics necessary for adapting to social life and further development. Basic activity experience The original double-base teaching is extended to four bases, in which mathematical activity experience is a new addition. In the interpretation of the Mathematics Curriculum Standard for compulsory Education (2011 edition) (Beijing normal University Press), it is pointed out: "there is also an important purpose of putting forward the 'experience of Mathematical activities' in order to train students to think from the perspective of mathematics in their activities. Get some results intuitively and reasonably, because this is the foundation of mathematical creation, the main way to get new results. " To gain experience in mathematical activities, the most important thing is to accumulate the experience of "finding and refining problems" and "analyzing and solving problems". In short, it is the experience of "thinking from the beginning" and the whole process of doing problems. In this process, students experience mathematical activities, perceive mathematical knowledge, acquire mathematical methods, and finally gradually internalize the practical ability of creative activities with personality characteristics. According to the age characteristics of the senior grade students in primary school, the study on the experience of mathematics learning activities is helpful for teachers to pay attention to the students' learning process, to comb the learning contents, and to enrich the activities in and out of class. It is helpful for students to take the initiative to connect book knowledge with the reality of life, improve their interest in learning, enhance their motivation of learning, thus driving the study of the whole mathematics course, and finally improve the students' mathematics literacy. This study is based on curriculum standards, on the basis of constructivism theory and empirical learning circle theory. First of all, literature research on the connotation, classification, educational value and teaching strategy of the relevant activity experience is carried out. Secondly, combining with my teaching practice, the author develops the learning content which can enrich the students' mathematics activity experience. From two ways of teaching material and life, from the activities of numbers, activities of quantity, small practice of geometry and activities of statistics, this paper sorts out the learning contents that can be used to develop the experience of mathematics activities in the mathematics classroom of primary school. By using the model of combining classroom practice with theoretical analysis, the accumulated cases are deeply analyzed, and from the perspective of the students' learning process, through the method of summing up experience, the method of case study, etc. The teaching strategies to help students construct mathematics activity experience inside and outside the classroom are as follows: to build the platform of equal dialogue, to strengthen the interaction of multiple sociality, to try to learn actively, to sum up and comb the students' existing experience, and to promote their active construction. Realize meaning learning; create realistic mathematics scene, satisfy students' desire of experience, explore situational learning; create good classroom atmosphere, attach importance to students' emotional experience, and enter into happy study; attach importance to connecting with the reality of life, Improve students' ability of application, realize effective study, diversify extracurricular activities and use mathematics knowledge in life.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5
本文編號(hào)：2219314
[Abstract]:In the 2011 edition of the curriculum standard, the first objective of the mathematics curriculum is defined as: through the mathematics study in the compulsory education stage, students can acquire the basic knowledge, basic skills and basic ideas of mathematics necessary for adapting to social life and further development. Basic activity experience The original double-base teaching is extended to four bases, in which mathematical activity experience is a new addition. In the interpretation of the Mathematics Curriculum Standard for compulsory Education (2011 edition) (Beijing normal University Press), it is pointed out: "there is also an important purpose of putting forward the 'experience of Mathematical activities' in order to train students to think from the perspective of mathematics in their activities. Get some results intuitively and reasonably, because this is the foundation of mathematical creation, the main way to get new results. " To gain experience in mathematical activities, the most important thing is to accumulate the experience of "finding and refining problems" and "analyzing and solving problems". In short, it is the experience of "thinking from the beginning" and the whole process of doing problems. In this process, students experience mathematical activities, perceive mathematical knowledge, acquire mathematical methods, and finally gradually internalize the practical ability of creative activities with personality characteristics. According to the age characteristics of the senior grade students in primary school, the study on the experience of mathematics learning activities is helpful for teachers to pay attention to the students' learning process, to comb the learning contents, and to enrich the activities in and out of class. It is helpful for students to take the initiative to connect book knowledge with the reality of life, improve their interest in learning, enhance their motivation of learning, thus driving the study of the whole mathematics course, and finally improve the students' mathematics literacy. This study is based on curriculum standards, on the basis of constructivism theory and empirical learning circle theory. First of all, literature research on the connotation, classification, educational value and teaching strategy of the relevant activity experience is carried out. Secondly, combining with my teaching practice, the author develops the learning content which can enrich the students' mathematics activity experience. From two ways of teaching material and life, from the activities of numbers, activities of quantity, small practice of geometry and activities of statistics, this paper sorts out the learning contents that can be used to develop the experience of mathematics activities in the mathematics classroom of primary school. By using the model of combining classroom practice with theoretical analysis, the accumulated cases are deeply analyzed, and from the perspective of the students' learning process, through the method of summing up experience, the method of case study, etc. The teaching strategies to help students construct mathematics activity experience inside and outside the classroom are as follows: to build the platform of equal dialogue, to strengthen the interaction of multiple sociality, to try to learn actively, to sum up and comb the students' existing experience, and to promote their active construction. Realize meaning learning; create realistic mathematics scene, satisfy students' desire of experience, explore situational learning; create good classroom atmosphere, attach importance to students' emotional experience, and enter into happy study; attach importance to connecting with the reality of life, Improve students' ability of application, realize effective study, diversify extracurricular activities and use mathematics knowledge in life.
【學(xué)位授予單位】：上海師范大學(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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