【摘要】：分?jǐn)?shù)在小學(xué)數(shù)學(xué)中占有非常重要的地位,它之所以被認(rèn)為是小學(xué)數(shù)學(xué)中最復(fù)雜的數(shù),主要是因?yàn)榉謹(jǐn)?shù)的概念涵蓋了多重意義,所以造成了學(xué)生學(xué)習(xí)分?jǐn)?shù)的困擾。本研究旨在討論并分析出哪些分?jǐn)?shù)概念會(huì)阻礙3-6年級(jí)學(xué)生分?jǐn)?shù)知識(shí)的學(xué)習(xí),所以依據(jù)新課程標(biāo)準(zhǔn)對(duì)小學(xué)3-6年級(jí)分?jǐn)?shù)知識(shí)教學(xué)目標(biāo)的要求,將分?jǐn)?shù)概念具體細(xì)化為九個(gè)子概念,即等分、單位量、分?jǐn)?shù)表征、分?jǐn)?shù)的比較、分?jǐn)?shù)運(yùn)算、等值分?jǐn)?shù)、分?jǐn)?shù)在直線(xiàn)上的表示、分?jǐn)?shù)與除法的聯(lián)結(jié)、分?jǐn)?shù)作為比值的意義,對(duì)每一個(gè)概念進(jìn)行獨(dú)立分析,檢驗(yàn)學(xué)生是否會(huì)出現(xiàn)此類(lèi)的錯(cuò)誤概念,若出現(xiàn)此類(lèi)錯(cuò)誤,再對(duì)錯(cuò)誤進(jìn)行分析,找出所有的錯(cuò)誤概念類(lèi)型,并探討其產(chǎn)生原因。本研究采用問(wèn)卷調(diào)查法、文獻(xiàn)分析法、訪(fǎng)談法、課堂觀察法等方法進(jìn)行研究,通過(guò)使用Excel電子表格進(jìn)行數(shù)據(jù)統(tǒng)計(jì)分析,得出以下結(jié)論:(1)3-6年級(jí)學(xué)生對(duì)于分?jǐn)?shù)概念的每個(gè)子概念都會(huì)表現(xiàn)出錯(cuò)誤,并且每個(gè)概念的錯(cuò)誤類(lèi)型及其成因都是不同的;(2)對(duì)于相同的分?jǐn)?shù)概念高年級(jí)學(xué)生和低年級(jí)學(xué)生都會(huì)表現(xiàn)出錯(cuò)誤,但錯(cuò)誤類(lèi)型卻并不一定相同;(3)不同年級(jí)的學(xué)生對(duì)于分?jǐn)?shù)有關(guān)概念的掌握情況是不同的,但總體而言,隨著年級(jí)的增長(zhǎng),學(xué)生對(duì)分?jǐn)?shù)概念的掌握情況是呈上升趨勢(shì)的;(4)通過(guò)對(duì)不同錯(cuò)誤類(lèi)型及錯(cuò)誤率的分析,得出了學(xué)生對(duì)分?jǐn)?shù)子概念的認(rèn)知得到了發(fā)展的結(jié)論;(5)對(duì)于不同的錯(cuò)誤類(lèi)型,有些隨著年級(jí)的升高是可以消除的,但有些錯(cuò)誤類(lèi)型是不能消除的;(6)將同一年級(jí)各分?jǐn)?shù)概念的錯(cuò)誤類(lèi)型按錯(cuò)誤率的高低進(jìn)行排序,得出各分?jǐn)?shù)概念中比例最高的錯(cuò)誤類(lèi)型。最后,將本研究的發(fā)現(xiàn)與小學(xué)分?jǐn)?shù)知識(shí)的教學(xué)實(shí)際相結(jié)合,筆者嘗試從教材和教師兩個(gè)方面提出了合理的教學(xué)策略,使本研究更加富有實(shí)踐意義。
[Abstract]:Score plays a very important role in primary school mathematics. It is considered as the most complex number in primary school mathematics, mainly because the concept of score covers multiple meanings, so the students' learning scores are troubled. The purpose of this study is to discuss and analyze the concept of score which hinders the learning of score knowledge in grade 3 and 6, so according to the requirements of the new curriculum standard to the teaching goal of score knowledge in grade 3 and 6 of primary school, The concept of fraction is specifically subdivided into nine sub-concepts, namely, equipartition, unit quantity, representation of fraction, comparison of fraction, fractional operation, equivalent fraction, representation of fraction in straight line, connection between fraction and division, and the significance of fraction as a ratio. Independent analysis of each concept is carried out to check whether students will have such wrong concepts. If such errors occur, the errors are analyzed, and all types of erroneous concepts are found out, and the causes of such errors are also discussed. In this study, questionnaires, literature analysis, interviews, classroom observation and other methods were used to carry on the research. The data were statistically analyzed by using Excel spreadsheets. The conclusions are as follows: (1) students in grade 6 show errors in every sub-concept of the concept of score, and the types and causes of each concept are different; (2) both senior and lower grade students with the same score concept show errors, but the types of errors are not necessarily the same; (3) students of different grades have different grasp of the concept of score, but generally speaking, with the increase of grade, students' mastery of the concept of score shows an upward trend; (4) through the analysis of different error types and error rates, the author draws a conclusion that the students' cognition of the sub-concept of fractional numbers has been developed. (5) for different types of errors, some of them can be eliminated with the increase of grade, but some of them cannot be eliminated; (6) the error types of every score concept in the same grade are sorted according to the error rate, and the error type with the highest proportion in each grade concept is obtained. Finally, combining the findings of this study with the teaching practice of elementary school score knowledge, the author tries to put forward reasonable teaching strategies from the two aspects of teaching materials and teachers, which makes this study more practical.
【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

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本文編號(hào)：2458495