【摘要】：“數(shù)學(xué)廣角”是新課程改革以來(lái)人教版小學(xué)數(shù)學(xué)教科書(shū)的新增內(nèi)容,其目的是在密切聯(lián)系實(shí)際的實(shí)踐活動(dòng)中,向?qū)W生滲透數(shù)學(xué)思想方法,積累活動(dòng)經(jīng)驗(yàn),提升數(shù)學(xué)素養(yǎng)。然而在實(shí)際教學(xué)過(guò)程中卻出現(xiàn)了許多問(wèn)題,例如,怎樣達(dá)到這部分知識(shí)的目標(biāo),體會(huì)“數(shù)學(xué)廣角”背后所蘊(yùn)含的數(shù)學(xué)思想,老師們?cè)诮虒W(xué)這一板塊的內(nèi)容時(shí)常常感到困惑。數(shù)學(xué)建模素養(yǎng)是一個(gè)非常重要的數(shù)學(xué)素養(yǎng),“數(shù)學(xué)廣角”這部分知識(shí)中蘊(yùn)含著如優(yōu)化思想、模型思想等數(shù)學(xué)思想方法,包含了建模的過(guò)程。從生活經(jīng)驗(yàn)中提煉出模型,在對(duì)它進(jìn)行求解后,應(yīng)用到生活中,充分體現(xiàn)了“數(shù)學(xué)廣角”與數(shù)學(xué)建模的緊密關(guān)系。為達(dá)到課標(biāo)對(duì)“數(shù)學(xué)廣角”的要求,本文從數(shù)學(xué)建模的角度對(duì)這部分知識(shí)進(jìn)行教學(xué)設(shè)計(jì)研究。對(duì)學(xué)生從小滲透數(shù)學(xué)建模思想,提升“數(shù)學(xué)廣角”教學(xué)質(zhì)量具有重要意義。本文在查閱“數(shù)學(xué)建模教學(xué)”和“數(shù)學(xué)廣角”相關(guān)文獻(xiàn)的基礎(chǔ)上。首先歸納梳理了“數(shù)學(xué)廣角”的現(xiàn)狀,找到存在問(wèn)題的原因并進(jìn)行歸因研究,從理論角度陳述了從建模的角度教學(xué)“數(shù)學(xué)廣角”的可行性。在相關(guān)的理論支撐下,提出基于本文的教學(xué)設(shè)計(jì)應(yīng)遵循如下原則:緊密聯(lián)系教材,提煉教學(xué)內(nèi)容的原則;立足學(xué)情進(jìn)行教學(xué)設(shè)計(jì)的原則;教學(xué)設(shè)計(jì)體現(xiàn)數(shù)學(xué)思想的原則。通過(guò)對(duì)課標(biāo)和教科書(shū)的文本分析,分別對(duì)數(shù)學(xué)廣角進(jìn)行建模教學(xué)的目標(biāo)、方法、過(guò)程、作業(yè)進(jìn)行設(shè)計(jì)。設(shè)計(jì)出“植樹(shù)問(wèn)題”的案例并對(duì)之進(jìn)行分析。最后得出結(jié)論,將建模思想貫穿在“數(shù)學(xué)廣角”的教學(xué)中,確實(shí)可實(shí)現(xiàn)其教學(xué)目標(biāo)。通過(guò)本文的研究,期望更多的專家學(xué)者關(guān)注“數(shù)學(xué)廣角”,從數(shù)學(xué)建模的視角對(duì)“數(shù)學(xué)廣角”進(jìn)行更深入的研究,以期拋磚引玉。
[Abstract]:"Mathematics wide angle" is a new content of primary school mathematics textbook since the new curriculum reform. Its purpose is to infiltrate mathematical thought and method into students, accumulate activity experience and improve mathematics literacy in the practical activities which are closely related to practice. However, there are many problems in the actual teaching process, for example, how to achieve the goal of this part of knowledge and understand the mathematical ideas behind the wide angle of mathematics, teachers are often confused when teaching the content of this section. Mathematical modeling literacy is a very important mathematical literacy. "Mathematical wide angle" contains mathematical ideas such as optimization thought, model thought and so on, which includes the process of modeling. The model is extracted from life experience and applied to life after solving it, which fully embodies the close relationship between "mathematical wide angle" and mathematical modeling. In order to meet the requirements of "mathematics wide angle" in the curriculum standard, this paper studies the teaching design of this part of the knowledge from the point of view of mathematical modeling. It is of great significance for students to infiltrate the thought of mathematical modeling and improve the teaching quality of mathematics wide angle. On the basis of consulting the related literature of Mathematical Modeling Teaching and Mathematics wide Angle, this paper is based on the literature of Mathematical Modeling Teaching and Mathematics wide Angle. First of all, this paper summarizes and combs the present situation of "mathematical wide angle", finds out the causes of the existing problems and carries on the attributive research, and expounds the feasibility of teaching "mathematical wide angle" from the angle of modeling from the theoretical point of view. Under the support of relevant theories, this paper puts forward that the teaching design based on this paper should follow the following principles: the principle of closely connecting with teaching materials and refining the teaching content; the principle of teaching design based on learning situation; and the principle that teaching design embodies mathematical thought. Through the text analysis of curriculum standard and textbook, the goal, method, process and homework of mathematics wide-angle modeling teaching are designed respectively. The case of tree planting problem is designed and analyzed. Finally, it is concluded that the teaching goal of "mathematics wide angle" can be achieved by running the idea of modeling through the teaching of "mathematics wide angle". Through the research of this paper, it is expected that more experts and scholars will pay attention to "mathematical wide angle" and conduct more in-depth research on "mathematical wide angle" from the perspective of mathematical modeling, in order to throw bricks and attract jade.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 謝麗華;;小學(xué)數(shù)學(xué)的“數(shù)學(xué)建�！苯虒W(xué)方法分析[J];中國(guó)校外教育;2016年26期

2 尤明祿;;體驗(yàn)數(shù)學(xué)思考 感悟數(shù)學(xué)思想——關(guān)于“鴿巢問(wèn)題”的思考及教學(xué)活動(dòng)設(shè)計(jì)[J];科學(xué)咨詢(科技·管理);2016年03期

3 王永春;;小學(xué)數(shù)學(xué)教材與數(shù)學(xué)思想方法[J];課程.教材.教法;2015年09期

4 陳謀華;;小學(xué)數(shù)學(xué)教學(xué)中“數(shù)學(xué)建�！彼枷胩骄縖J];華夏教師;2015年06期

5 張麗鵬;;建模思想在小學(xué)數(shù)學(xué)教學(xué)中的應(yīng)用[J];中國(guó)校外教育;2014年23期

6 葉萍愷;;小學(xué)數(shù)學(xué)的“數(shù)學(xué)建�！苯虒W(xué)策略[J];教育教學(xué)論壇;2012年04期

7 孫丹;;淺談小學(xué)數(shù)學(xué)教學(xué)中滲透建模思想的策略與意義[J];新課程研究(下旬刊);2011年11期

8 陳淑娟;;淺談小學(xué)數(shù)學(xué)建模[J];讀與寫(xiě)(教育教學(xué)刊);2011年05期

9 張學(xué)杰;;優(yōu)化教學(xué) 提高質(zhì)量——對(duì)“數(shù)學(xué)廣角”教學(xué)的認(rèn)識(shí)和思考[J];課程·教材·教法;2010年06期

10 韓斌;;數(shù)學(xué)廣角:在匠心獨(dú)運(yùn)中凸現(xiàn)數(shù)學(xué)思想方法[J];現(xiàn)代中小學(xué)教育;2010年03期

相關(guān)碩士學(xué)位論文 前6條

1 陳修臻;數(shù)學(xué)建模思想在小學(xué)數(shù)學(xué)教學(xué)中的應(yīng)用研究[D];山東師范大學(xué);2015年

2 李美菊;小學(xué)“數(shù)學(xué)廣角”的教學(xué)設(shè)計(jì)研究[D];重慶師范大學(xué);2015年

3 王巧慧;小學(xué)數(shù)學(xué)第二學(xué)段“數(shù)學(xué)廣角”中滲透數(shù)學(xué)思想方法的研究[D];閩南師范大學(xué);2015年

4 吳俊;小學(xué)“數(shù)學(xué)廣角”教學(xué)設(shè)計(jì)研究[D];湖南師范大學(xué);2015年

5 陳冬梅;小學(xué)人教版數(shù)學(xué)教科書(shū)“數(shù)學(xué)廣角”的教學(xué)研究[D];內(nèi)蒙古師范大學(xué);2015年

6 秦桂花;人教版小學(xué)“數(shù)學(xué)廣角”教學(xué)現(xiàn)狀的調(diào)查研究[D];云南師范大學(xué);2015年

，

本文編號(hào)：2475246