【摘要】：本文通過(guò)研究小學(xué)算術(shù)教學(xué)的現(xiàn)狀,為提高算術(shù)教學(xué)效率構(gòu)建了一種教學(xué)模型——小學(xué)算術(shù)的結(jié)構(gòu)化教學(xué)設(shè)計(jì),這不僅可以幫助教師教授結(jié)構(gòu)化的知識(shí),培養(yǎng)學(xué)生思維能力,還可以對(duì)教學(xué)提供引領(lǐng)與規(guī)范,對(duì)教材編寫(xiě)提供一些合理化的建議,具有一定的現(xiàn)實(shí)意義與針對(duì)性.本研究從課標(biāo)、教材、教學(xué)著手,針對(duì)小學(xué)算術(shù)結(jié)構(gòu)化教學(xué)的策略、教學(xué)設(shè)計(jì)過(guò)程以及教學(xué)過(guò)程等幾個(gè)方面展開(kāi)研究.通過(guò)問(wèn)卷調(diào)查、訪談、微型教學(xué)實(shí)驗(yàn),概括出算術(shù)的結(jié)構(gòu)化教學(xué)實(shí)施方案.算術(shù)結(jié)構(gòu)化教學(xué)主要是為了教“本質(zhì)”,抓出隱藏在知識(shí)背后主要的、本質(zhì)的內(nèi)容；教“結(jié)構(gòu)”,重視知識(shí)點(diǎn)之間的聯(lián)系,突出內(nèi)容的基本結(jié)構(gòu)：教“能力”,指導(dǎo)學(xué)生有意識(shí)地用“結(jié)構(gòu)”的眼光去分析內(nèi)容、研究問(wèn)題,培養(yǎng)學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)習(xí)慣；教“素養(yǎng)”,滲透化歸與轉(zhuǎn)化思想方法,指導(dǎo)學(xué)生逐漸形成歸納、類(lèi)比和比較的思考方式.在教材的結(jié)構(gòu)性特征方面,本研究發(fā)現(xiàn)小學(xué)數(shù)學(xué)教材算術(shù)內(nèi)容前后連貫、邏輯一致、層次分明.在教學(xué)設(shè)計(jì)方面,本研究構(gòu)建了算術(shù)結(jié)構(gòu)化教學(xué)設(shè)計(jì)模型.該模型包括備教材、備學(xué)生、備目標(biāo)、備評(píng)價(jià)、備過(guò)程五要素,組成一非線性模型.教學(xué)過(guò)程分為創(chuàng)設(shè)情境、探索新知、知識(shí)運(yùn)用、課堂總結(jié)與布置作業(yè)等五個(gè)環(huán)節(jié)；教學(xué)策略主要有問(wèn)題導(dǎo)學(xué)策略、結(jié)構(gòu)性練習(xí)策略、整合比較策略.小學(xué)算術(shù)結(jié)構(gòu)化教學(xué)設(shè)計(jì)模式可以激發(fā)學(xué)生學(xué)習(xí)數(shù)學(xué)興趣與動(dòng)機(jī),提高學(xué)生學(xué)習(xí)數(shù)學(xué)的能力,培養(yǎng)學(xué)生的學(xué)習(xí)思維與學(xué)習(xí)習(xí)慣.
[Abstract]:By studying the present situation of arithmetic teaching in primary school, this paper constructs a teaching model, the structured teaching design of arithmetic in primary school, in order to improve the efficiency of arithmetic teaching, which can not only help teachers to teach structured knowledge and cultivate students' thinking ability, but also provide guidance and standardization for teaching, and provide some reasonable suggestions for the compilation of teaching materials, which is of practical significance and pertinence. This study starts with curriculum standards, teaching materials and teaching, and studies the strategy, teaching design process and teaching process of arithmetic structured teaching in primary schools. Through questionnaire survey, interview and micro-teaching experiment, the implementation scheme of arithmetic structured teaching is summarized. The main purpose of arithmetic structured teaching is to teach "essence", to grasp the main and essential content hidden behind knowledge, to teach "structure", to attach importance to the relationship between knowledge points, to highlight the basic structure of content: to teach "ability", to guide students to analyze content consciously from the perspective of "structure", to study problems, and to cultivate students' interest in learning and learning habits. Teach literacy, infiltrate and transform thinking methods, and guide students to gradually form inductive, analogical and comparative ways of thinking. In the aspect of structural characteristics of teaching materials, this study finds that the arithmetic content of primary school mathematics textbooks is coherent, logical and hierarchical. In the aspect of teaching design, this study constructs the arithmetic structured teaching design model. The model consists of five elements: preparing teaching materials, preparing students, preparing goals, preparing evaluation and preparing process, and constitutes a nonlinear model. The teaching process is divided into five links: creating situation, exploring new knowledge, using knowledge, classroom summary and assignment. Teaching strategies mainly include problem guidance strategy, structural practice strategy and integration and comparison strategy. The arithmetic structured teaching design model in primary school can stimulate students' interest and motivation in learning mathematics, improve their ability to learn mathematics, and cultivate students' learning thinking and learning habits.
【學(xué)位授予單位】：福建師范大學(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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