情思數(shù)學(xué)在小學(xué)高年級的應(yīng)用研究
發(fā)布時間：2018-11-10 21:02
【摘要】：數(shù)學(xué)是一門抽象性、邏輯性、應(yīng)用性非常強的學(xué)科。如何讓學(xué)生把數(shù)學(xué)學(xué)習(xí)作為一種樂趣、一種享受、一種探索和渴望,它對學(xué)生的長遠(yuǎn)發(fā)展起著重要的作用。人的任何一種行為都既有認(rèn)知的成分,也有情感的成分,認(rèn)知與情感是密不可分的,它們是一個統(tǒng)一的整體。認(rèn)知與情感是相互伴隨,相互滲透的。新課標(biāo)提出將人的情感、思想和態(tài)度投入到數(shù)學(xué)教學(xué)與學(xué)習(xí)中去,這就明確了教學(xué)中需要情感與認(rèn)知的相互作用。情思數(shù)學(xué)強調(diào),在教學(xué)過程中,師生間不僅有認(rèn)知方面的信息交流,也有情感方面的溝通。教學(xué)中教師不僅要注意學(xué)生接受信息的能力情況而且要關(guān)注學(xué)生接受信息的情感體驗,使學(xué)生在愉悅的氛圍中學(xué)習(xí)。數(shù)學(xué)是小學(xué)最基礎(chǔ)性的學(xué)科,對小學(xué)生的自主學(xué)習(xí)、全方面思維、人生價值觀的樹立有著至關(guān)重要的影響。小學(xué)階段的數(shù)學(xué)課程,也會是未來繼續(xù)學(xué)習(xí)、生活和工作的重要的基礎(chǔ)課程。自始至終,更多情況下,我們關(guān)注的是學(xué)生對數(shù)學(xué)知識的理解、掌握,更加重視的是小學(xué)生所學(xué)的基礎(chǔ)知識,以及如何掌握最基本的技能,尤其是小學(xué)高年級階段。當(dāng)小學(xué)生步入高年級階段,他們的思維方式、解決問題的能力也逐漸形成。學(xué)生們正在經(jīng)歷從兒童向青少年的轉(zhuǎn)變。這個關(guān)鍵時期小學(xué)生的自我獨立性顯著提高。因此如何在數(shù)學(xué)教學(xué)過程中潛移默化的影響并引導(dǎo)著高年級小學(xué)生的情感和思維向積極的方向發(fā)展顯得尤其重要,情思數(shù)學(xué)的重要性不言而喻。正文共分四個部分:第一部分為情思數(shù)學(xué)的概述。主要包括三個方面,第一是情思數(shù)學(xué)的界定,情思數(shù)學(xué)教學(xué)是一種實踐形態(tài),指教師根據(jù)教材的特點,合理安排教學(xué)內(nèi)容,利用課外及課內(nèi)的一切教學(xué)資源,使學(xué)生獲得積極的情感體驗,產(chǎn)生學(xué)好數(shù)學(xué)的信念,從而激發(fā)學(xué)生的數(shù)學(xué)學(xué)習(xí)情感、優(yōu)化學(xué)生數(shù)學(xué)思維品質(zhì),達(dá)到預(yù)期教學(xué)目標(biāo)的行為。主要介紹了情思與情思數(shù)學(xué)兩方面的內(nèi)容;第二是具體理論基礎(chǔ)分析,情思數(shù)學(xué)建立在多種理論基礎(chǔ)之上,本文主要從生理學(xué)基礎(chǔ)、體驗學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論、多元智能理論四個方面來說明;第三是情思數(shù)學(xué)的研究價值,主要是從激情凝趣,以情促思、明理導(dǎo)行,以思促情、情思共融,和諧發(fā)展三個方面來論述。第二部分為情思數(shù)學(xué)在小學(xué)高年級的應(yīng)用調(diào)查及調(diào)查結(jié)果分析。筆者就深入濟(jì)南市某小學(xué)進(jìn)行課堂觀察法、訪談法二種方法相互結(jié)合來研究分析情思數(shù)學(xué)在小學(xué)高年級的數(shù)學(xué)學(xué)習(xí)中的應(yīng)用。本篇論文的課堂觀察法是筆者在濟(jì)南市槐蔭區(qū)某小學(xué)三個月的實習(xí)中進(jìn)行的,訪談法也主要圍繞該小學(xué)中從事一線數(shù)學(xué)教育的多名數(shù)學(xué)老師中展開。通過二者結(jié)合分析來了解情思數(shù)學(xué)的利用情況。第三部分為情思數(shù)學(xué)小學(xué)高年級應(yīng)用中存在的問題,分別從四個方面來說明。第一,教師缺乏明確的情思數(shù)學(xué)理念。教師們普遍認(rèn)為課堂教學(xué)的主要任務(wù)是傳授知識,而對學(xué)生理解知識的過程關(guān)注較少,有些教師會用心留意個別學(xué)生對知識的理解過程,但很難做到面向全體學(xué)生,他們更傾向于讓學(xué)生復(fù)制自己的理解過程。第二,重數(shù)學(xué)邏輯思維的訓(xùn)練,輕情感經(jīng)驗的積累。課堂教學(xué)中重視語言、邏輯、推理能力的訓(xùn)練,忽視了學(xué)生的情緒感受、情感表達(dá)能力的培養(yǎng)。第三,學(xué)生被動接受學(xué)習(xí),課堂氣氛低沉。過分依賴于教材,課堂中把學(xué)生需要掌握的知識、形成的技能通過靜態(tài)的教學(xué)素材直接呈現(xiàn)和傳遞給學(xué)生,教學(xué)內(nèi)容對學(xué)生很難具有吸引力和親和力,抹殺了學(xué)生的創(chuàng)新精神和實踐能力的培養(yǎng)。第四,教師掌握評價權(quán),忽視學(xué)生的主動權(quán)。小學(xué)高年級數(shù)學(xué)教學(xué)過程中,幾乎只限于教師對學(xué)生的評價,很少有學(xué)生對學(xué)生,學(xué)生對教師,學(xué)生自我,教師自我的評價,不論是評價的主體還是評價的客體都顯得單一與不足。第四部分是針對第三部分中論述的問題提出課堂教學(xué)策略。第一,確立情思共融的教育理念。首先,教師努力提高自身的素質(zhì),深刻理解“以人為本”的教育理念。其次,教師要終身學(xué)習(xí)、與時俱進(jìn),不做‘古董’教師。第二,豐富情思數(shù)學(xué)的教學(xué)內(nèi)容。首先,教師要依據(jù)學(xué)生的心理特征收集素材。其次,教師嘗試自編素材。最后,集思廣益,在教研中豐富情思數(shù)學(xué)的內(nèi)容。第三,建立預(yù)設(shè)與生成相結(jié)合的課堂教學(xué)方式。第四,雙向評價,情理兼通。
[Abstract]:Mathematics is an abstract, logical and practical subject. How to make students study mathematics as a kind of pleasure, a kind of enjoyment, a kind of exploration and desire, it plays an important role in the long-term development of the students. Any kind of behavior of a person has both a cognitive component and an emotional component, and the cognition and the emotion are inseparable, and they are a unified whole. The cognition and the emotion are accompanied by one another and each other. The new curriculum is put forward to put the person's emotion, thought and attitude into the mathematics teaching and study, which makes clear the interaction between the emotion and the cognition in the teaching. In the course of teaching, the relationship between teachers and students is not only the information exchange between teachers and students, but also the communication of emotion. In the teaching, the teacher should not only pay attention to the ability of the students to accept the information, but also pay attention to the emotional experience of the students receiving the information, so that the students can learn in the pleasant atmosphere. Mathematics is the most basic subject in primary school, which has a vital effect on the primary school students' self-study, all-aspect thinking and the establishment of the values of life. The mathematics course in the primary stage will also be an important basic course for the future to continue to study, live and work. From the beginning to the end, we are concerned about the students' understanding of the knowledge of mathematics, the basic knowledge of the primary school students, and how to master the most basic skills, especially the primary school seniors. When the primary school students are in the advanced stage, their way of thinking and the ability to solve the problem are also gradually formed. The students are undergoing a shift from a child to a teenager. The self-independence of primary school students is significantly improved in this critical period. Therefore, how to influence and guide the emotional and thinking of the upper-class primary school students in the course of the mathematics teaching is especially important, and the importance of the emotional mathematics is self-evident. The text is divided into four parts: the first part is the outline of the emotional mathematics. It mainly includes three aspects, the first is the definition of the emotional mathematics, the emotional mathematics teaching is a kind of practical form, which means that the teacher can reasonably arrange the teaching content according to the characteristics of the teaching material, utilize all the teaching resources in the class and the class, and make the students obtain a positive emotional experience, It produces the belief of well-learning the mathematics, so as to stimulate the students' mathematics learning emotion, optimize the students' mathematical thinking quality and achieve the expected teaching goal. This paper mainly introduces the contents of the two aspects of the love and the love, the second is the basic analysis of the concrete theory, and the mathematical establishment of the emotion is based on a variety of theories. This paper is mainly based on the physiological basis, the experience learning theory, the constructivism learning theory and the multi-intelligence theory. The third is the value of the study of the emotional mathematics, mainly from the interest of passion, the feeling of thinking and the guiding of the sense, and the three aspects of the thinking, the love and the harmonious development. The second part is the study of the application of the mathematics in primary school and the analysis of the results. In this paper, the author studies the application of the two methods of classroom observation and interview in a primary school in Jinan to study and analyze the application of emotional mathematics in the mathematics study of the upper class of primary school. The classroom observation method of this paper is carried out in the three-month practice of a primary school in the Huaiyin District of Jinan, and the interview method is mainly carried out in a number of mathematics teachers who are engaged in the first-line mathematical education in the primary school. By means of the analysis of the two, the utilization of the emotional mathematics is studied. The third part is the problems existing in the high-grade application of the elementary mathematics primary school, which are explained from four aspects, respectively. First, the teacher lacks a clear mathematical idea. Teachers generally agree that the main task of classroom teaching is to impart knowledge, but to understand the process of the students' understanding of knowledge, some teachers will pay attention to the process of understanding the knowledge by individual students, but it is difficult to face all the students. They are more inclined to let students copy their understanding. Second, the training of heavy mathematical logic thinking and the accumulation of light emotional experience. In the classroom teaching, the training of language, logic and reasoning ability is paid attention to, and the students' emotional feelings and emotional expression ability are neglected. The third, the students accept the study passively, the atmosphere is low. Over-reliance on the teaching materials, the knowledge that the students need to master in the classroom, the skills formed are directly presented and transferred to the students through the static teaching material, and the teaching content is very difficult for students to have the attraction and the affinity, and the cultivation of the innovative spirit and the practical ability of the students is erased. Fourth, the teacher grasps the right of evaluation and ignores the initiative of the students. In the course of the mathematics teaching of the primary school, it is almost limited to the teacher's evaluation of the students, and there are few students to the students and the students to the teachers, the students themselves, the teacher's self-evaluation, whether the subject of the evaluation or the object of the evaluation is single and insufficient. The fourth part is to put forward a class teaching strategy for the problems discussed in the third part. First, the concept of education is established. First, the teachers improve their own quality and deeply understand the educational idea of the 鈥減eople-oriented鈥，
本文編號：2323605
[Abstract]:Mathematics is an abstract, logical and practical subject. How to make students study mathematics as a kind of pleasure, a kind of enjoyment, a kind of exploration and desire, it plays an important role in the long-term development of the students. Any kind of behavior of a person has both a cognitive component and an emotional component, and the cognition and the emotion are inseparable, and they are a unified whole. The cognition and the emotion are accompanied by one another and each other. The new curriculum is put forward to put the person's emotion, thought and attitude into the mathematics teaching and study, which makes clear the interaction between the emotion and the cognition in the teaching. In the course of teaching, the relationship between teachers and students is not only the information exchange between teachers and students, but also the communication of emotion. In the teaching, the teacher should not only pay attention to the ability of the students to accept the information, but also pay attention to the emotional experience of the students receiving the information, so that the students can learn in the pleasant atmosphere. Mathematics is the most basic subject in primary school, which has a vital effect on the primary school students' self-study, all-aspect thinking and the establishment of the values of life. The mathematics course in the primary stage will also be an important basic course for the future to continue to study, live and work. From the beginning to the end, we are concerned about the students' understanding of the knowledge of mathematics, the basic knowledge of the primary school students, and how to master the most basic skills, especially the primary school seniors. When the primary school students are in the advanced stage, their way of thinking and the ability to solve the problem are also gradually formed. The students are undergoing a shift from a child to a teenager. The self-independence of primary school students is significantly improved in this critical period. Therefore, how to influence and guide the emotional and thinking of the upper-class primary school students in the course of the mathematics teaching is especially important, and the importance of the emotional mathematics is self-evident. The text is divided into four parts: the first part is the outline of the emotional mathematics. It mainly includes three aspects, the first is the definition of the emotional mathematics, the emotional mathematics teaching is a kind of practical form, which means that the teacher can reasonably arrange the teaching content according to the characteristics of the teaching material, utilize all the teaching resources in the class and the class, and make the students obtain a positive emotional experience, It produces the belief of well-learning the mathematics, so as to stimulate the students' mathematics learning emotion, optimize the students' mathematical thinking quality and achieve the expected teaching goal. This paper mainly introduces the contents of the two aspects of the love and the love, the second is the basic analysis of the concrete theory, and the mathematical establishment of the emotion is based on a variety of theories. This paper is mainly based on the physiological basis, the experience learning theory, the constructivism learning theory and the multi-intelligence theory. The third is the value of the study of the emotional mathematics, mainly from the interest of passion, the feeling of thinking and the guiding of the sense, and the three aspects of the thinking, the love and the harmonious development. The second part is the study of the application of the mathematics in primary school and the analysis of the results. In this paper, the author studies the application of the two methods of classroom observation and interview in a primary school in Jinan to study and analyze the application of emotional mathematics in the mathematics study of the upper class of primary school. The classroom observation method of this paper is carried out in the three-month practice of a primary school in the Huaiyin District of Jinan, and the interview method is mainly carried out in a number of mathematics teachers who are engaged in the first-line mathematical education in the primary school. By means of the analysis of the two, the utilization of the emotional mathematics is studied. The third part is the problems existing in the high-grade application of the elementary mathematics primary school, which are explained from four aspects, respectively. First, the teacher lacks a clear mathematical idea. Teachers generally agree that the main task of classroom teaching is to impart knowledge, but to understand the process of the students' understanding of knowledge, some teachers will pay attention to the process of understanding the knowledge by individual students, but it is difficult to face all the students. They are more inclined to let students copy their understanding. Second, the training of heavy mathematical logic thinking and the accumulation of light emotional experience. In the classroom teaching, the training of language, logic and reasoning ability is paid attention to, and the students' emotional feelings and emotional expression ability are neglected. The third, the students accept the study passively, the atmosphere is low. Over-reliance on the teaching materials, the knowledge that the students need to master in the classroom, the skills formed are directly presented and transferred to the students through the static teaching material, and the teaching content is very difficult for students to have the attraction and the affinity, and the cultivation of the innovative spirit and the practical ability of the students is erased. Fourth, the teacher grasps the right of evaluation and ignores the initiative of the students. In the course of the mathematics teaching of the primary school, it is almost limited to the teacher's evaluation of the students, and there are few students to the students and the students to the teachers, the students themselves, the teacher's self-evaluation, whether the subject of the evaluation or the object of the evaluation is single and insufficient. The fourth part is to put forward a class teaching strategy for the problems discussed in the third part. First, the concept of education is established. First, the teachers improve their own quality and deeply understand the educational idea of the 鈥減eople-oriented鈥，
本文編號：2323605
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