發(fā)布時(shí)間：2018-09-10 17:31

【摘要】：數(shù)學(xué)是研究現(xiàn)實(shí)世界中數(shù)量關(guān)系和空間形式的科學(xué),也就是研究“數(shù)”和“形”的科學(xué),其中“形”就是指幾何圖形知識(shí)。小學(xué)數(shù)學(xué)“圖形的認(rèn)識(shí)”是小學(xué)“圖形與幾何”教學(xué)中的重要組成部分之一,是深入學(xué)習(xí)幾何圖形的基礎(chǔ)。幾何圖形的教學(xué),不僅有利于培養(yǎng)小學(xué)生的邏輯思維,也有利于塑造小學(xué)生的形象思維,并形成一定的空間觀念,增強(qiáng)認(rèn)知能力。在教學(xué)研究方面,目前我國(guó)對(duì)數(shù)學(xué)教學(xué)中“圖形的認(rèn)識(shí)”的研究主要集中在初中階段,即使在小學(xué)數(shù)學(xué)教學(xué)中的研究也主要集中在小學(xué)第二學(xué)段,對(duì)小學(xué)第一學(xué)段“圖形的認(rèn)識(shí)”教學(xué)研究比較少。在教育教學(xué)方面,一線教師重視對(duì)數(shù)與代數(shù)的教學(xué),輕視幾何圖形的教學(xué)。因此,本文試圖探索西安市雁塔區(qū)小學(xué)第一學(xué)段“圖形的認(rèn)識(shí)”的教學(xué)現(xiàn)狀,分析可能影響教學(xué)的因素并提出可行性的策略,以期為教師的教學(xué)提供參考。論文分為五章。第一章闡述了問(wèn)題提出的背景和研究意義,并對(duì)國(guó)內(nèi)外近幾年的研究文獻(xiàn)進(jìn)行分析,確定論文研究的內(nèi)容與研究方法。第二章介紹了論文的研究思路和研究的準(zhǔn)備工作。第三章分兩部分呈現(xiàn)研究的結(jié)果。首先是對(duì)調(diào)查過(guò)程及結(jié)果的闡述,總結(jié)調(diào)查結(jié)束后的結(jié)論有以下三點(diǎn)：1、西安市小學(xué)數(shù)學(xué)第一學(xué)段“圖形的認(rèn)識(shí)”調(diào)查結(jié)果表明,學(xué)生對(duì)“圖形的認(rèn)識(shí)”的基礎(chǔ)知識(shí)掌握的比較扎實(shí),但對(duì)幾何空間、邏輯思維的發(fā)展需進(jìn)一步加強(qiáng)訓(xùn)練。2、小學(xué)第一學(xué)段“圖形的認(rèn)識(shí)”教學(xué)中男女生之間不存在顯著差異。3、不同性質(zhì)學(xué)校之間在“圖形的認(rèn)識(shí)”的教學(xué)存在顯著差異。其次闡述訪談的結(jié)果,主要為課堂操作活動(dòng)時(shí)間少；學(xué)生沒(méi)有良好的數(shù)學(xué)學(xué)習(xí)習(xí)慣；教師習(xí)慣采用傳統(tǒng)的教學(xué)方式上課。第四章以調(diào)查和訪談的結(jié)果為基礎(chǔ),分析小學(xué)數(shù)學(xué)第一學(xué)段“圖形的認(rèn)識(shí)”教學(xué)的影響因素,主要有不同性質(zhì)的學(xué)校管理要求對(duì)教學(xué)的影響；教師的教學(xué)理念和教學(xué)方式對(duì)教學(xué)的影響；學(xué)生以及家庭教育環(huán)境對(duì)教學(xué)的影響。第五章通過(guò)對(duì)影響因素的分析,提出了改進(jìn)小學(xué)第一學(xué)段“圖形的認(rèn)識(shí)”的教學(xué)策略。改進(jìn)的策略主要從學(xué)校、教師、學(xué)生、家庭四方面進(jìn)行闡述。
[Abstract]:Mathematics is the science of studying the quantitative relation and spatial form in the real world, that is, the science of studying "number" and "form", in which "form" refers to the knowledge of geometric figure. The understanding of graphics in primary mathematics is one of the important components in the teaching of graphics and geometry in primary schools, and it is also the basis for further learning geometry. The teaching of geometry is not only conducive to the cultivation of pupils' logical thinking, but also conducive to the shaping of pupils' image thinking, and the formation of a certain concept of space, enhancing cognitive ability. In terms of teaching research, at present, the research on the "understanding of graphics" in mathematics teaching in our country is mainly concentrated in the junior middle school stage, and even in the primary school mathematics teaching, the research is mainly concentrated in the second phase of primary school. There is little research on the teaching of graphics in the first stage of primary school. In education and teaching, teachers attach importance to the teaching of logarithm and algebra, despise the teaching of geometry. Therefore, this paper attempts to explore the teaching status of "figure understanding" in the first stage of the primary school in Yanta District, Xi'an City, analyze the factors that may affect the teaching and put forward feasible strategies, in order to provide reference for teachers' teaching. The paper is divided into five chapters. The first chapter describes the background and significance of the question, and analyzes the domestic and foreign research literature in recent years to determine the content and research methods of the paper. The second chapter introduces the research ideas and research preparation. The third chapter is divided into two parts to present the results of the study. First of all, it expounds the process and results of the investigation. The conclusion after the survey is as follows: 1. The survey results of the first phase of mathematics in Xi'an City show that, Students have a solid grasp of the basic knowledge of "graphic understanding," but on geometric space, The development of logical thinking needs to further strengthen the training. 2. There is no significant difference between male and female students in the teaching of "figure cognition" in the first phase of primary school, and there is a significant difference between different nature schools in the teaching of "figure understanding". Secondly, the result of the interview is that the time of classroom operation is less; the students have no good habit of learning mathematics; the teacher is used to the traditional teaching method. The fourth chapter is based on the results of investigation and interview, analyzes the influence factors of the teaching of "figure cognition" in the first phase of mathematics in primary school, mainly the influence of different school management requirements on the teaching; The influence of teachers' teaching ideas and teaching methods on teaching, and the influence of students and family education environment on teaching. In the fifth chapter, the author puts forward the teaching strategy of improving the "understanding of graphics" in the first stage of primary school by analyzing the influencing factors. The strategies for improvement are mainly explained from four aspects: school, teacher, student and family.
【學(xué)位授予單位】：陜西師范大學(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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本文編號(hào)：2235131