【摘要】：《數(shù)學(xué)課程標(biāo)準(zhǔn)》提出數(shù)學(xué)活動(dòng)要重視培養(yǎng)學(xué)生發(fā)現(xiàn)問(wèn)題、提出問(wèn)題、分析問(wèn)題和解決問(wèn)題的能力。學(xué)生的學(xué)習(xí)是不斷提出問(wèn)題和解決問(wèn)題的過(guò)程,提出問(wèn)題是需要學(xué)生具有創(chuàng)造力,而解決問(wèn)題則是對(duì)學(xué)生綜合的考察。小學(xué)階段的應(yīng)用題考察了學(xué)生分析問(wèn)題、解決問(wèn)題的多方面素質(zhì)和能力,學(xué)生在考試中解應(yīng)用題容易考慮不全,出現(xiàn)失分現(xiàn)象。作為一線教師,應(yīng)該在應(yīng)用題教學(xué)上進(jìn)行探索。本研究以合肥市和平小學(xué)四、五、六年級(jí)部分學(xué)生為研究對(duì)象,通過(guò)文獻(xiàn)法、訪談法、觀察法,發(fā)現(xiàn)不同認(rèn)知風(fēng)格的學(xué)生在應(yīng)用題解決上取得的成績(jī)有所不同,提出基于學(xué)生認(rèn)知風(fēng)格的教師課堂教學(xué)行為策略。本文通過(guò)鑲嵌圖形(EFT)來(lái)測(cè)試學(xué)生的認(rèn)知風(fēng)格,通過(guò)對(duì)不同認(rèn)知風(fēng)格的學(xué)生進(jìn)行應(yīng)用題測(cè)試,比較不同類型學(xué)生的測(cè)試成績(jī),從場(chǎng)獨(dú)立型和場(chǎng)依存型兩角度對(duì)小學(xué)中高年級(jí)學(xué)生應(yīng)用題的解決能力進(jìn)行研究,歸納認(rèn)知風(fēng)格與應(yīng)用題解決能力之間的關(guān)系和相應(yīng)的教學(xué)建議。研究結(jié)論:1.小學(xué)中高年級(jí)學(xué)生認(rèn)知風(fēng)格在年級(jí)上存在差異,六年級(jí)學(xué)生比五年級(jí)學(xué)生更傾向于場(chǎng)獨(dú)立型,在性別上認(rèn)知風(fēng)格不存在差異。2.不同認(rèn)知風(fēng)格的學(xué)生在應(yīng)用題解決能力上存在顯著差異,場(chǎng)依存型學(xué)生解決問(wèn)題的能力弱于場(chǎng)獨(dú)立型的學(xué)生,且在分析問(wèn)題上存在很大的差異。3.通過(guò)對(duì)兩種典型認(rèn)知風(fēng)格的學(xué)生進(jìn)行個(gè)案研究,場(chǎng)獨(dú)立型的學(xué)生在此類應(yīng)用題解決上具有優(yōu)勢(shì),他們更容易抽象出數(shù)學(xué)模型,很快找到解決問(wèn)題的方法。4.教師在教學(xué)中應(yīng)關(guān)注認(rèn)知風(fēng)格的差異,根據(jù)認(rèn)知風(fēng)格的差異,尊重學(xué)生個(gè)體差異,因材施教,使得每個(gè)學(xué)生都能得到更好的發(fā)展。5.在教學(xué)中尊重學(xué)生的認(rèn)知風(fēng)格的差異,設(shè)計(jì)教學(xué)內(nèi)容和方法,需要適時(shí)改變教學(xué)手段。6.結(jié)合小學(xué)中高年級(jí)學(xué)生認(rèn)知風(fēng)格對(duì)應(yīng)用題解決影響的個(gè)案研究,提高小學(xué)生解決應(yīng)用題的能力。7.結(jié)合研究在小學(xué)低、中年級(jí)有針對(duì)性的培養(yǎng)學(xué)生分析問(wèn)題的能力。
[Abstract]:Mathematics Curriculum Standard puts forward that students should pay attention to cultivating students' ability to find problems, raise problems, analyze problems and solve problems in mathematics activities. Students' learning is the process of constantly asking and solving problems, which requires students to be creative, and problem-solving is a comprehensive investigation of students. The application problems in primary school examined the students' quality and ability in analyzing problems and solving problems. It was easy for the students to solve the application problems in the examination and the problem was not considered completely and the students' scores were lost. As a front-line teacher, we should explore the teaching of practical problems. This research takes the fourth, fifth and sixth grade students of Hefei Peace Primary School as the research object, through the literature method, the interview method, the observation method, finds that the students of different cognitive styles have different achievements in the application of the problem solving. This paper puts forward the strategies of teachers' classroom teaching behavior based on students' cognitive style. In this paper, students' cognitive styles are tested by embedded graphic (EFT), and students with different cognitive styles are tested with applied questions, and the scores of different types of students are compared. From the angle of field independence and field dependence, this paper studies the problem solving ability of middle and senior grade students in primary school, and sums up the relationship between cognitive style and practical problem solving ability, as well as corresponding teaching suggestions. Research conclusions: 1. The cognitive style of primary school students is different in grade, the sixth grade students tend to be field independent than the fifth grade students, and there is no gender difference in cognitive style. 2. Students with different cognitive styles have significant differences in their ability to solve practical problems. Field-dependent students' ability to solve problems is weaker than that of field-independent students, and there are great differences in the analysis of problems. 3. The problem-solving ability of field-based students is lower than that of field-independent students. Through a case study of two typical cognitive styles of students, field-independent students have an advantage in solving such application problems. They are easier to abstract mathematical models and quickly find solutions to problems. 4. In teaching, teachers should pay attention to the difference of cognitive style, according to the difference of cognitive style, respect the individual difference of students and teach them according to their aptitude, so that each student can get better development. Respecting the difference of students' cognitive style in teaching, designing the teaching contents and methods, we need to change the teaching means at the right time. 6. Combined with the case study of the influence of cognitive style on applied problem solving, the primary school students' ability to solve applied problem is improved. 7. Combine the research to cultivate students' ability to analyze problems in the low and middle grades of primary school.
【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】：2017
【分類號(hào)】：G623.5

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