【摘要】：“綜合與實(shí)踐”領(lǐng)域在《義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)(2011年版)》中得到了進(jìn)一步的重視,它反映了數(shù)學(xué)課程和教學(xué)改革的要求,為學(xué)生提供了一種綜合性、實(shí)踐性、探索性兼具的學(xué)習(xí)方式�！熬C合與實(shí)踐”領(lǐng)域的教學(xué)強(qiáng)調(diào)以學(xué)生現(xiàn)實(shí)生活為背景,以問(wèn)題為載體,以學(xué)生的自主參與為主,注重?cái)?shù)學(xué)學(xué)科特點(diǎn)及內(nèi)部聯(lián)系、數(shù)學(xué)與其他學(xué)科的聯(lián)系、數(shù)學(xué)與學(xué)生生活的聯(lián)系。因此,“綜合與實(shí)踐”既是一種學(xué)習(xí)活動(dòng),又是數(shù)學(xué)課程的內(nèi)容。由于該領(lǐng)域出現(xiàn)時(shí)間相對(duì)較晚,知識(shí)和理論體系尚未成熟,在實(shí)際的教學(xué)中,小學(xué)數(shù)學(xué)教師依然面臨眾多困惑與難題。鑒于此,本文對(duì)小學(xué)數(shù)學(xué)教師在該領(lǐng)域的教學(xué)現(xiàn)狀進(jìn)行了調(diào)查和分析,并針對(duì)存在的問(wèn)題和困難提出了相應(yīng)的策略。調(diào)查發(fā)現(xiàn)“綜合與實(shí)踐”教學(xué)主要存在以下問(wèn)題:小學(xué)數(shù)學(xué)教師對(duì)教材中“綜合與實(shí)踐”內(nèi)容的編排情況一知半解;教學(xué)目標(biāo)的制定過(guò)于籠統(tǒng);教學(xué)主題的選擇過(guò)于依賴(lài)書(shū)本和教參,缺乏數(shù)學(xué)課程與其他學(xué)科的整合;學(xué)生的選擇機(jī)會(huì)少,自主組織學(xué)習(xí)的機(jī)會(huì)少;對(duì)學(xué)生的評(píng)價(jià)不全面,教師自身反思不足等問(wèn)題。本研究根據(jù)調(diào)查和訪談結(jié)果,總結(jié)出當(dāng)前小學(xué)數(shù)學(xué)“綜合與實(shí)踐”教學(xué)中問(wèn)題存在的原因:教學(xué)內(nèi)容“新”,未納入教學(xué)質(zhì)量測(cè)驗(yàn);教學(xué)目標(biāo)形同擺設(shè),再分析不足;教師對(duì)“綜合性”教學(xué)難以適應(yīng);教師掌控過(guò)度,學(xué)生知識(shí)儲(chǔ)備不足;教學(xué)評(píng)價(jià)忽視了教師及學(xué)生的書(shū)面報(bào)告。另外,本研究還針對(duì)調(diào)查中反應(yīng)出來(lái)的問(wèn)題提出有針對(duì)性的策略:重視教學(xué)目標(biāo)再分析;加強(qiáng)對(duì)教材中“綜合與實(shí)踐”內(nèi)容安排的整體把握;提高數(shù)學(xué)自身及其與其他學(xué)科的聯(lián)系;提升學(xué)生“組織者”的地位;注重對(duì)教師和學(xué)生的書(shū)面評(píng)價(jià)。對(duì)于“綜合與實(shí)踐”教學(xué)的實(shí)踐研究,采用了筆者親歷的兩個(gè)不同類(lèi)型的教學(xué)案例:六年級(jí)上冊(cè)《確定起跑線》教學(xué)設(shè)計(jì)與反思和一年級(jí)“小鬼當(dāng)家”跳蚤市場(chǎng)暨人民幣的使用活動(dòng)方案。
[Abstract]:The field of "Synthesis and practice" has received further attention in the Mathematics Curriculum Standard of compulsory Education (2011 edition), which reflects the requirements of mathematics curriculum and teaching reform, and provides a comprehensive and practical nature for students. An exploratory approach to learning. The teaching in the field of "synthesis and practice" emphasizes taking the students' real life as the background, taking the problem as the carrier, taking the students' independent participation as the main body, paying attention to the characteristics and internal connection of mathematics, and the connection between mathematics and other subjects. The connection between mathematics and student life. Therefore, "synthesis and practice" is not only a learning activity, but also the content of mathematics curriculum. Due to the relatively late emergence of this field and the immature knowledge and theoretical system, primary school mathematics teachers are still faced with many puzzles and difficulties in practical teaching. In view of this, this paper makes an investigation and analysis on the present situation of primary school mathematics teachers' teaching in this field, and puts forward corresponding strategies in view of the existing problems and difficulties. The investigation found that the teaching of "synthesis and practice" has the following main problems: primary school mathematics teachers have a little understanding of the arrangement of "synthesis and practice" in the teaching materials, the formulation of teaching objectives is too general; The choice of teaching subject is too dependent on books and teaching reference, and lacks the integration of mathematics curriculum and other subjects; the students have less choice opportunities and less opportunities to organize independently; the evaluation of students is not comprehensive; the teachers' reflection is insufficient and so on. According to the results of investigation and interview, this study summarizes the reasons for the problems in the teaching of "synthesis and practice" in primary school mathematics: the teaching content is "new", it is not included in the teaching quality test, the teaching goal is similar to the arrangement, and the analysis is insufficient; Teachers are difficult to adapt to "comprehensive" teaching, teachers overcontrol, students' knowledge reserves are insufficient, and teaching evaluation ignores the written reports of teachers and students. In addition, this study also puts forward targeted strategies for the problems reflected in the investigation: paying attention to the re-analysis of teaching objectives, strengthening the overall grasp of the content arrangement of "synthesis and practice" in the teaching materials; Improve mathematics itself and its relationship with other disciplines; enhance the status of student "organizer"; pay attention to the written evaluation of teachers and students. For the practical research of "synthesis and practice" teaching, This paper adopts two different teaching cases that the author has personally experienced: the teaching design and reflection of the first edition of the sixth grade, "confirming the starting Line", and the plan of the flea market and the use of RMB in the first grade.
【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(lèi)號(hào)】：G623.5

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本文編號(hào)：2227428