【摘要】：自十八大報告確定了“創(chuàng)新驅(qū)動”在國家發(fā)展中的核心地位之后,我國發(fā)布了一系列有關(guān)創(chuàng)新型人才培養(yǎng)的教育文件。2014年教育部提出“核心素養(yǎng)”一詞,并指出核心素養(yǎng)的培養(yǎng)要落實到學(xué)科素養(yǎng)的培養(yǎng)中。在數(shù)學(xué)學(xué)科中,實驗教學(xué)就是一種培養(yǎng)學(xué)生創(chuàng)新思維和綜合能力的有效方法。同時,微型學(xué)習(xí)資源的短小精悍、便于操作,恰好有利于在學(xué)生注意力的黃金時段來進行知識傳遞與啟發(fā)思考。本研究以教學(xué)設(shè)計理論與方法為指導(dǎo),結(jié)合小學(xué)數(shù)學(xué)教學(xué)法、實驗教學(xué)理論,應(yīng)用設(shè)計研究方法,確定數(shù)學(xué)實驗教學(xué)過程設(shè)計的過程;通過對小學(xué)高段數(shù)學(xué)知識點進行單元分析,對教研專家與一線教師進行訪談,分析篩選出適合于數(shù)學(xué)實驗教學(xué)的實驗選題;嘗試設(shè)計制作出支持?jǐn)?shù)學(xué)實驗的系列微型學(xué)習(xí)資源,之后在合作的小學(xué)中進行實際的教學(xué)試用并進行訪談,根據(jù)試用報告的結(jié)果對案例資源進行修改完善,提煉出相應(yīng)的資源設(shè)計原則與資源設(shè)計操作程序。從而為推廣普及小學(xué)數(shù)學(xué)實驗教學(xué)起到促進作用,為小學(xué)數(shù)學(xué)實驗室建設(shè)標(biāo)準(zhǔn)的研究、數(shù)學(xué)實驗教學(xué)課程資源的開發(fā)、以及小學(xué)教師實驗教學(xué)方面的培訓(xùn)提供比較規(guī)范的微型學(xué)習(xí)資源和案例。本文的研究成果包含理論性成果即“實驗教學(xué)過程設(shè)計的操作程序”及“微型學(xué)習(xí)資源設(shè)計的操作程序”和實踐性成果即“小學(xué)高段數(shù)學(xué)單元知識結(jié)構(gòu)圖”、“小學(xué)高段數(shù)學(xué)實驗選題歸納表”以及小學(xué)高段數(shù)學(xué)實驗系列微型學(xué)習(xí)資源的典型設(shè)計案例。文章共有六部分內(nèi)容:第一部分為緒論,主要介紹選題背景、研究意義以及研究方法,并對國內(nèi)外的研究現(xiàn)狀進行綜述;第二部分為理論基礎(chǔ)以及對本研究中涉及的概念進行界定;第三部分提出了“實驗教學(xué)過程設(shè)計的操作程序”及“微型學(xué)習(xí)資源設(shè)計的操作程序”,并對數(shù)學(xué)學(xué)科在這兩個操作程序中的特點進行了論述;第四部分為實驗選題的確定,對小學(xué)高段數(shù)學(xué)知識進行了單元內(nèi)容分析,篩選出了適用于實驗教學(xué)的數(shù)學(xué)實驗選題,并根據(jù)一線教師的建議進行了修改;第五部分以典型案例論述了小學(xué)高段數(shù)學(xué)實驗系列微型學(xué)習(xí)資源設(shè)計的具體步驟;第六部分為小結(jié),提出了本研究的優(yōu)勢與特色,以及在研究過程中的一些不足之處和對進一步研究的展望。
[Abstract]:Since the report of the 18th National Congress has confirmed the core position of "innovation-driven" in the development of the country, China has issued a series of educational documents on the cultivation of innovative talents. In 2014, the Ministry of Education put forward the term "core literacy". And points out that the cultivation of core literacy should be carried out in the cultivation of discipline literacy. In mathematics, experimental teaching is an effective method to cultivate students' creative thinking and comprehensive ability. At the same time, the mini-learning resources are short and easy to operate, which is propitious to transfer knowledge and enlighten thinking in the prime time of students' attention. Under the guidance of teaching design theory and method, combining with primary school mathematics teaching method, experiment teaching theory and applying design research method, the course of mathematics experiment teaching process design is determined. Through the unit analysis of the mathematics knowledge in the high level of primary school and the interview between the teaching and research experts and the first-line teachers, the experiment topics suitable for the mathematics experiment teaching are selected. This paper tries to design a series of micro-learning resources to support mathematical experiments, and then carries out practical teaching trials and interviews in cooperative primary schools, and modifies and perfects the case resources according to the results of trial reports. Abstract the corresponding resource design principle and resource design operation program. In order to popularize and popularize the experimental teaching of mathematics in primary school, it is helpful to study the construction standard of mathematics laboratory in primary school, and to develop the curriculum resources of mathematics experiment teaching. As well as primary school teachers experimental teaching training to provide more standardized micro learning resources and cases. The research results of this paper include theoretical achievements, such as "operational procedures for the design of experimental teaching process" and "operational procedures for the design of micro-learning resources" and "knowledge structure diagrams for mathematics units at high levels in primary schools". "Summary Table of selected Topics of Mathematics experiment in Primary School" and typical Design cases of Microlearning Resources in Series of Mathematical experiments in High Section of Primary School. There are six parts of the article: the first part is the introduction, mainly introduces the background of the topic, research significance and research methods, and summarizes the current research situation at home and abroad; The second part is the theoretical basis and the definition of the concepts involved in this study; In the third part, the author puts forward the operation program of experiment teaching process design and the operation program of micro learning resource design, and discusses the characteristics of mathematics course in these two operation programs. The fourth part is to determine the topic of the experiment. The unit content analysis of mathematics knowledge in the high level of primary school is carried out, and the mathematical experiment topics suitable for the experiment teaching are selected and modified according to the suggestions of the front-line teachers. The fifth part discusses the concrete steps of designing the micro learning resources of the series of mathematics experiments in the high level of primary school with typical cases. The sixth part is a summary, and puts forward the advantages and characteristics of this study, as well as some shortcomings in the research process and prospects for further research.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5

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