小學(xué)數(shù)學(xué)課堂生成資源應(yīng)用的策略研究
發(fā)布時(shí)間：2018-11-08 20:24
【摘要】：課堂生成資源應(yīng)用的策略研究是新課程背景下產(chǎn)生的新課題,是生成性教學(xué)實(shí)施的實(shí)踐訴求。小學(xué)數(shù)學(xué)課堂生成資源的應(yīng)用是在小學(xué)數(shù)學(xué)課堂教學(xué)中,教師以科學(xué)的教學(xué)觀和學(xué)生觀為指導(dǎo),根據(jù)學(xué)生的生成情況制定對(duì)策,對(duì)課堂生成性認(rèn)知資源進(jìn)行及時(shí)、有效地應(yīng)用,實(shí)現(xiàn)讓學(xué)生獲取知識(shí)的同時(shí),產(chǎn)生學(xué)習(xí)經(jīng)驗(yàn)、獲得豐富的情感體驗(yàn)。本文通過(guò)對(duì)調(diào)查一線教師課堂生成資源應(yīng)用的基本現(xiàn)狀,并結(jié)合生成性教學(xué)理論和小學(xué)數(shù)學(xué)課堂實(shí)踐對(duì)小學(xué)數(shù)學(xué)課堂中的生成性認(rèn)知資源應(yīng)用的策略進(jìn)行研究,探索出了小學(xué)數(shù)學(xué)課堂生成資源應(yīng)用的主要策略,為生成性教學(xué)的實(shí)施提供了實(shí)踐支持。本文共分為五章:第一章是緒論,對(duì)研究背景、研究意義、國(guó)內(nèi)外研究現(xiàn)狀、研究?jī)?nèi)容及研究方法進(jìn)行了闡述。第二章是研究的相關(guān)概念和理論基礎(chǔ)。第三章是小學(xué)數(shù)學(xué)課堂生成資源應(yīng)用的現(xiàn)狀分析,從資源應(yīng)用的角度將課堂生成資源分為三類(lèi)——錯(cuò)誤型生成資源、差異型生成資源和問(wèn)題型生成資源,再結(jié)合調(diào)查,例舉了日常教學(xué)中對(duì)這三類(lèi)生成資源應(yīng)用的常見(jiàn)問(wèn)題,并分析了課堂生成資源應(yīng)用不當(dāng)?shù)闹饕�。第四章是小學(xué)數(shù)學(xué)課堂生成資源應(yīng)用的策略研究,針對(duì)小學(xué)數(shù)學(xué)課堂中的“錯(cuò)誤型資源”、“差異型資源”和“問(wèn)題型資源”,分別提出了“將錯(cuò)就錯(cuò)”、“以錯(cuò)引正”、“正誤對(duì)照”、“在和諧型差異資源中求同”、“在爭(zhēng)議型差異資源中求明”、“在膚淺型差異資源中求深”、“問(wèn)題反拋”、“問(wèn)題轉(zhuǎn)向”、“問(wèn)題保留”等應(yīng)用策略,并描述各條策略的操作流程,再進(jìn)行實(shí)踐例析。第五章是總結(jié)和展望,總結(jié)了本文的要點(diǎn),對(duì)需要進(jìn)一步研究的問(wèn)題提出暢想。本文的創(chuàng)新點(diǎn)是根據(jù)數(shù)學(xué)生成性資源的特點(diǎn),從數(shù)學(xué)教學(xué)的視角,對(duì)小學(xué)數(shù)學(xué)課堂生成性資源進(jìn)行分類(lèi)研究并提出相應(yīng)的資源應(yīng)用策略,提高了小學(xué)數(shù)學(xué)課堂生成資源應(yīng)用策略的有效性,為生成性教學(xué)的具體實(shí)施提供實(shí)踐參考。
[Abstract]:The strategy research on the application of classroom generated resources is a new subject under the background of the new curriculum and a practical demand for the implementation of generative teaching. The application of primary school mathematics classroom generation resources is that in primary school mathematics classroom teaching, teachers take scientific teaching view and student view as guidance, formulate countermeasures according to students' generation situation, and make timely and effective application of classroom generative cognitive resources. The realization lets the student obtain the knowledge at the same time, produces the study experience, obtains the rich emotion experience. This paper studies the strategies of generative cognitive resource application in primary school mathematics classroom by investigating the basic situation of classroom generation resource application of front-line teachers and combining generative teaching theory with primary school mathematics classroom practice. This paper explores the main strategies for the application of generative resources in primary school mathematics classroom, and provides practical support for the implementation of generative teaching. This paper is divided into five chapters: the first chapter is an introduction, the research background, research significance, domestic and foreign research status, research content and research methods are described. The second chapter is the related concepts and theoretical basis of the study. The third chapter is the present situation analysis of the primary school mathematics classroom generation resources application. From the perspective of resource application, the classroom generated resources are divided into three categories: error generation resources, differential generation resources and problem-based generation resources, and then combined with the investigation. This paper illustrates the common problems in the application of these three kinds of generative resources in daily teaching, and analyzes the main reasons for the improper application of the generated resources in the classroom. The fourth chapter is the strategy research of the primary school mathematics classroom generation resource application. Aiming at the "wrong type resource", "difference type resource" and "problem type resource" in the primary school mathematics classroom, the author puts forward "mistake is wrong" and "correct by mistake", respectively, in the light of "wrong type resource", "difference type resource" and "problem type resource". "correct and wrong contrast", "seeking common ground in harmonious difference resources", "finding clarity in disputed difference resources", "seeking depth in superficial difference resources", "problem reverse throwing", "problem turning", "problem retaining" and so on. The operation flow of each strategy is described, and an example is given. The fifth chapter is a summary and prospect, summarizes the main points of this paper, and puts forward some ideas for further study. The innovation of this paper is that according to the characteristics of mathematical generative resources and from the perspective of mathematics teaching, the paper classifies and studies the generative resources in primary school mathematics classroom and puts forward the corresponding application strategies of resources. It improves the effectiveness of the strategy of applying generative resources in primary school mathematics classroom and provides practical reference for the concrete implementation of generative teaching.
【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
[Abstract]:The strategy research on the application of classroom generated resources is a new subject under the background of the new curriculum and a practical demand for the implementation of generative teaching. The application of primary school mathematics classroom generation resources is that in primary school mathematics classroom teaching, teachers take scientific teaching view and student view as guidance, formulate countermeasures according to students' generation situation, and make timely and effective application of classroom generative cognitive resources. The realization lets the student obtain the knowledge at the same time, produces the study experience, obtains the rich emotion experience. This paper studies the strategies of generative cognitive resource application in primary school mathematics classroom by investigating the basic situation of classroom generation resource application of front-line teachers and combining generative teaching theory with primary school mathematics classroom practice. This paper explores the main strategies for the application of generative resources in primary school mathematics classroom, and provides practical support for the implementation of generative teaching. This paper is divided into five chapters: the first chapter is an introduction, the research background, research significance, domestic and foreign research status, research content and research methods are described. The second chapter is the related concepts and theoretical basis of the study. The third chapter is the present situation analysis of the primary school mathematics classroom generation resources application. From the perspective of resource application, the classroom generated resources are divided into three categories: error generation resources, differential generation resources and problem-based generation resources, and then combined with the investigation. This paper illustrates the common problems in the application of these three kinds of generative resources in daily teaching, and analyzes the main reasons for the improper application of the generated resources in the classroom. The fourth chapter is the strategy research of the primary school mathematics classroom generation resource application. Aiming at the "wrong type resource", "difference type resource" and "problem type resource" in the primary school mathematics classroom, the author puts forward "mistake is wrong" and "correct by mistake", respectively, in the light of "wrong type resource", "difference type resource" and "problem type resource". "correct and wrong contrast", "seeking common ground in harmonious difference resources", "finding clarity in disputed difference resources", "seeking depth in superficial difference resources", "problem reverse throwing", "problem turning", "problem retaining" and so on. The operation flow of each strategy is described, and an example is given. The fifth chapter is a summary and prospect, summarizes the main points of this paper, and puts forward some ideas for further study. The innovation of this paper is that according to the characteristics of mathematical generative resources and from the perspective of mathematics teaching, the paper classifies and studies the generative resources in primary school mathematics classroom and puts forward the corresponding application strategies of resources. It improves the effectiveness of the strategy of applying generative resources in primary school mathematics classroom and provides practical reference for the concrete implementation of generative teaching.
【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
【相似文獻(xiàn)】
相關(guān)期刊論文 前10條
1 謝文秋;;把小學(xué)數(shù)學(xué)課堂還給孩子[J];科學(xué)大眾(科學(xué)教育);2011年04期
2 林永榮;;小學(xué)數(shù)學(xué)課堂學(xué)生提出問(wèn)題能力的培養(yǎng)[J];教育科研論壇;2011年04期
3 李運(yùn)華;陳林葵;;小學(xué)數(shù)學(xué)課外學(xué)習(xí)資料質(zhì)量的分析與評(píng)估[J];通化師范學(xué)院學(xué)報(bào);2011年04期
4 翟繼堯;;淺談小學(xué)數(shù)學(xué)課堂學(xué)生創(chuàng)新能力的培養(yǎng)[J];教育教學(xué)論壇;2011年13期
5 張國(guó)權(quán);;淺談小學(xué)數(shù)學(xué)課堂中學(xué)生學(xué)習(xí)能力的培養(yǎng)[J];教育教學(xué)論壇;2011年24期
6 楊洪廣;;讓小學(xué)數(shù)學(xué)課堂充滿魅力與激情[J];才智;2011年15期
7 許艷;;淺議小學(xué)數(shù)學(xué)課教學(xué)方法的改進(jìn)[J];黑龍江科技信息;2011年21期
8 朱菊香;;讓提問(wèn)成為有效教學(xué)的橋梁——小學(xué)數(shù)學(xué)課堂提問(wèn)的分析與思考[J];南昌教育學(xué)院學(xué)報(bào);2011年06期
9 田曄;;淺談如何提高小學(xué)數(shù)學(xué)課堂教學(xué)效果[J];學(xué)周刊;2011年26期
10 張舉鳳;;讓小學(xué)數(shù)學(xué)課堂更加美麗[J];學(xué)周刊;2011年11期
相關(guān)會(huì)議論文 前10條
1 邱穎飛;;演繹預(yù)設(shè) 生成精彩[A];國(guó)家教師科研基金十一五階段性成果集（江蘇卷）[C];2010年
2 卞建華;;小學(xué)數(shù)學(xué)課堂中學(xué)生參與現(xiàn)狀及其對(duì)策研究[A];江蘇省教育學(xué)會(huì)2005年小學(xué)數(shù)學(xué)優(yōu)秀論文集[C];2005年
3 吐-VQQ敗，
本文編號(hào)：2319594
本文鏈接：http://sikaile.net/jiaoyulunwen/xiaoxuejiaoyu/2319594.html
最近更新
教材專(zhuān)著
