【摘要】：隨著科技的進(jìn)步,“雙基”教學(xué)已經(jīng)不能滿(mǎn)足創(chuàng)新型人才培養(yǎng)的需要。有學(xué)者提出數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)的概念,引起教育界的廣泛關(guān)注,越來(lái)越多的研究者發(fā)現(xiàn)數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)對(duì)于學(xué)生應(yīng)用意識(shí)和數(shù)學(xué)素養(yǎng)的提高具有十分重要的意義�！读x務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)(2011年版)》第一次從課程總目標(biāo)上明確提出“數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)”和“數(shù)學(xué)思想”,將原來(lái)的“雙基”教育正式發(fā)展為“四基”。這是數(shù)學(xué)教育發(fā)展的必然,也是數(shù)學(xué)教育的進(jìn)步。雖然不少學(xué)者對(duì)數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)的相關(guān)問(wèn)題進(jìn)行了研究,然而對(duì)于數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)的內(nèi)涵、具體內(nèi)容、層次劃分等還未達(dá)成共識(shí),關(guān)于數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)的研究還處于初步階段。如何促進(jìn)學(xué)生數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)的積累,十分具有現(xiàn)實(shí)意義。本研究在前人已有研究成果的基礎(chǔ)上,采用文獻(xiàn)分析、調(diào)查、案例分析等研究方法對(duì)數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)進(jìn)行了理論和實(shí)踐的探討。本研究對(duì)數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)的內(nèi)涵作了進(jìn)一步闡釋,提出數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)的具體內(nèi)容和層次劃分。通過(guò)對(duì)學(xué)生的調(diào)查,豐富了對(duì)數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)內(nèi)容的認(rèn)識(shí),了解了小學(xué)生數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)積累的現(xiàn)狀以及什么樣的數(shù)學(xué)活動(dòng)有利于學(xué)生積累數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)。通過(guò)對(duì)教師的調(diào)查,了解數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)教學(xué)的現(xiàn)狀和教師在教學(xué)中存在的困惑。通過(guò)調(diào)查研究得到如下結(jié)論：第一,學(xué)者和一線(xiàn)教師沒(méi)有形成對(duì)數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)的一致認(rèn)識(shí)；第二,數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)的積累往往需要依靠精心設(shè)計(jì)的數(shù)學(xué)活動(dòng),教師在有限的數(shù)學(xué)課堂上很難兼顧學(xué)生知識(shí)技能的掌握和基本活動(dòng)經(jīng)驗(yàn)的積累；第三,小學(xué)生動(dòng)手操作的能力還不夠強(qiáng),對(duì)于實(shí)際操作的作業(yè)沒(méi)有足夠的認(rèn)識(shí),缺乏操作活動(dòng)的經(jīng)驗(yàn)；第四,小學(xué)生積累數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)在層次上來(lái)說(shuō)多處于較淺的層次,第四個(gè)層次——演繹層次經(jīng)驗(yàn)積累的狀況不是很理想；第五,“綜合與實(shí)踐”課程實(shí)施情況不夠理想。最后結(jié)合調(diào)查結(jié)果和具體的教學(xué)案例,對(duì)于數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)展開(kāi)教學(xué)實(shí)踐的探究,提出促進(jìn)小學(xué)生數(shù)學(xué)基本活動(dòng)經(jīng)驗(yàn)積累的教學(xué)策略,針對(duì)調(diào)查反映出的問(wèn)題分別從數(shù)學(xué)活動(dòng)的設(shè)計(jì)方面、學(xué)生的直觀體驗(yàn)方面、數(shù)學(xué)活動(dòng)經(jīng)驗(yàn)層次的提升方面和運(yùn)用數(shù)學(xué)解決問(wèn)題方面加以論述。
[Abstract]:With the progress of science and technology, double-base teaching can not meet the needs of innovative talent training. Some scholars have put forward the concept of experience in mathematical activities, which has aroused widespread concern in the educational field. More and more researchers find that the experience of mathematics activity is of great significance to the improvement of students' applied consciousness and mathematics literacy. < Mathematics Curriculum Standard for compulsory Education (2011 Edition) > first clear from the overall goal of the curriculum "experience in the basic activities of mathematics" and "mathematical thoughts" are put forward, The original "double-base" education was formally developed into the "four bases." This is the inevitable development of mathematics education, but also the progress of mathematics education. Although many scholars have carried on the research to the mathematics basic activity experience correlation question, but regarding the mathematics basic activity experience connotation, the concrete content, the level division and so on has not reached the consensus. The study on the experience of mathematical activities is still in its initial stage. How to promote the accumulation of students' experience in mathematics activities is of great practical significance. On the basis of the previous research results, this study uses literature analysis, investigation, case analysis and other research methods to explore the basic experience of mathematical activities in theory and practice. In this study, the connotation of basic activity experience in mathematics is further explained, and the concrete content and level division of basic activity experience in mathematics are put forward. Through the investigation of the students, it enriches the understanding of the experience content of the basic mathematics activity, understands the present situation of the elementary school students' basic mathematics activity experience accumulation and what kind of mathematics activity is beneficial to the students to accumulate the mathematics activity experience. Through the investigation of teachers, we can understand the present situation of experience teaching in mathematics basic activities and the puzzlement of teachers in teaching. The conclusions are as follows: first, scholars and first-line teachers have not formed a consistent understanding of the basic activities of mathematics; Second, the accumulation of mathematics basic activity experience often needs to rely on carefully designed mathematics activities. It is very difficult for teachers to take into account the students' knowledge and skills and the accumulation of basic activity experience in the limited mathematics classroom. Third, the ability of primary school students to operate is not strong enough, there is no enough understanding of the actual operation of the homework, lack of experience in operation activities; Fourth, the elementary school students accumulate the mathematics basic activity experience mostly in the shallow level in the level, the fourth level-deductive level experience accumulation condition is not very ideal; fifth, "synthesis and practice" curriculum implementation situation is not ideal. Finally, combined with the investigation results and specific teaching cases, the teaching practice of mathematics basic activity experience is explored, and the teaching strategy to promote the accumulation of elementary school students' mathematics basic activity experience is put forward. The problems reflected in the investigation are discussed in terms of the design of mathematical activities, the intuitive experience of students, the promotion of the level of experience in mathematical activities and the application of mathematics to solve problems.
【學(xué)位授予單位】：南京師范大學(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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