【摘要】：一直以來，義務(wù)教育階段的教育教學(xué)中存在著很多問題，數(shù)學(xué)教學(xué)也不例外。例如，許多教師只見教學(xué)而忽視學(xué)生，在進行教學(xué)時出現(xiàn)“照本宣讀”，忽視學(xué)生身心發(fā)展及主體地位。還有許多教師在教學(xué)時，只見知識而忽視蘊含在數(shù)學(xué)知識體系中的數(shù)學(xué)思想方法。而教育部公布了新的《課標(biāo)（2011年版）》把原來雙基目標(biāo)改成四基目標(biāo)，把數(shù)學(xué)思想方面的教學(xué)列為具體目標(biāo)之一。因而，數(shù)學(xué)思想方法教學(xué)已越來越引起人們的關(guān)注。對數(shù)學(xué)思想方法的研究，已在理論上逐漸成熟，他們大多從宏觀方面進行研究。而在實踐層面也以中學(xué)、大學(xué)數(shù)學(xué)思想方法的探究為主，較少從小學(xué)方面進行研究。 本研究以人教版小學(xué)分?jǐn)?shù)思想方法教學(xué)為研究對象，首先，從宏觀層面利用文本分析法對《課標(biāo)（2011年版）》小學(xué)分?jǐn)?shù)教學(xué)的教學(xué)目標(biāo)、教學(xué)手段、教學(xué)評價做出理論分析，總結(jié)出數(shù)學(xué)思想方法在分?jǐn)?shù)教學(xué)中的要求。其次，從中觀層面對小學(xué)分?jǐn)?shù)進行教材分析，梳理出分?jǐn)?shù)內(nèi)容在小學(xué)各個年級分布情況，，并分析其特點，進而總結(jié)出數(shù)學(xué)思想方法在小學(xué)分?jǐn)?shù)教材內(nèi)容中如何呈現(xiàn)及呈現(xiàn)的特點。再次，從微觀層面利用錄像分析法和觀察法，對《分?jǐn)?shù)的意義》和《小數(shù)的意義》兩節(jié)不同授課風(fēng)格的課例進行分析并結(jié)合對一線教師的調(diào)查總結(jié)出小學(xué)數(shù)學(xué)思想方法教學(xué)的現(xiàn)狀及存在的問題:（一）在小學(xué)數(shù)學(xué)新課程實施過程中，教師對數(shù)學(xué)思想方法的了解很少，一些教師就算知道一些數(shù)學(xué)思想方法，但對數(shù)學(xué)思想方法的內(nèi)涵、原則及如何應(yīng)用也很難把握；（二）在課堂上對數(shù)學(xué)思想方法指導(dǎo)的不足，有些教師在進行教學(xué)時，很少能抓住關(guān)鍵點進行數(shù)學(xué)思想方法的指導(dǎo)；（三）很多一線教師對數(shù)學(xué)思想方法的學(xué)習(xí)與知識性的學(xué)習(xí)兩種關(guān)系處理不當(dāng)，他們認(rèn)為考試考的是數(shù)學(xué)知識，不考數(shù)學(xué)思想方法。因而，在教學(xué)過程中忽視數(shù)學(xué)思想方法對數(shù)學(xué)知識的指導(dǎo)作用。本文在總結(jié)出教育問題的基礎(chǔ)上又結(jié)合原因，對教育行政部門、學(xué)校及教師提出了相應(yīng)的教學(xué)建議。
[Abstract]:All along, there are many problems in the education and teaching of compulsory education, and mathematics teaching is no exception. For example, many teachers only see teaching but ignore the students, "read the book" in the teaching, ignore the students' physical and mental development and the main position. There are also many teachers who only see knowledge while ignoring the mathematical thinking method contained in the mathematical knowledge system. The Ministry of Education published the new Curriculum Standard (2011 edition) to change the original double-base target into four-base goal, and listed mathematics teaching as one of the specific goals. Therefore, the teaching of mathematical thought and method has attracted more and more people's attention. The study of mathematical thought method has matured in theory, and most of them study from macro aspect. At the practical level, the exploration of mathematics thoughts and methods in middle schools and universities is mainly, and few studies are carried out in primary schools. The purpose of this study is to make a theoretical analysis of the teaching objectives, teaching methods and teaching evaluation of the "Curriculum Standard (2011 Edition) > Primary School score teaching from the macro-level by using the text analysis method, which is based on the teaching methods of the scores in the primary schools of the people's teaching plate." This paper summarizes the requirements of mathematical thinking method in the teaching of scores. Secondly, the middle view layer carries on the teaching material analysis to the primary school score, combs out the grade content distribution in each grade of the primary school, and analyzes its characteristics. Then it sums up how to present and present the mathematical thought method in the content of elementary school score teaching material. Again, from the micro-level, using video analysis and observation method, This paper analyzes two classes with different teaching styles, "the significance of scores" and "the significance of decimal numbers", and sums up the present situation and existing problems of mathematics thought and method teaching in primary schools according to the investigation of first-line teachers: (1) in the small part of the class, the present situation and the existing problems are summarized as follows: (1) During the implementation of the new mathematics curriculum, Some teachers know very little about mathematics thought method, but it is difficult to grasp the connotation, principle and how to apply mathematics thought method, even if some teachers know some mathematics thought method. (2) the lack of guidance on mathematics thought and method in class, some teachers can hardly grasp the key points to guide mathematics thought method in teaching; (3) many front-line teachers do not properly deal with the relationship between the study of mathematics thought method and the study of knowledge, they think that the examination is about mathematics knowledge, and they do not take the mathematics thought method. Therefore, in the teaching process, ignore the mathematics thought method to the mathematics knowledge guidance function. On the basis of summarizing the educational problems and combining with the reasons, this paper puts forward the corresponding teaching suggestions to the educational administration department, the school and the teacher.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.5

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