【摘要】：本文研究人教版小學(xué)數(shù)學(xué)教科書數(shù)的運算中的“解決問題”,即在數(shù)的運算部分,用橙色作為背景顏色,并明確寫出解題三步驟:閱讀與理解(圖里有什么、知道了什么)、分析與解答(怎樣解答)、回顧與反思(解答的正確嗎),除此之外的解決問題不在本研究之列。在研究方法上,本文綜合運用文獻(xiàn)研究法和文本分析法。首先,通過對文獻(xiàn)的搜集和整理,理清“解決問題”與“應(yīng)用題”在內(nèi)涵廣度、教材編排、呈現(xiàn)方式、問題難度、解題方法、教學(xué)目標(biāo)、教學(xué)方式等的異同。其次,借鑒鮑建生教授建立的數(shù)學(xué)題綜合難度模型,并吸取李淑文、黃麗虹的改進(jìn),再結(jié)合小學(xué)數(shù)學(xué)教科書中“解決問題”的具體情況,把“解決問題”分為整數(shù)“解決問題”、小數(shù)“解決問題”、分?jǐn)?shù)“解決問題”和百分?jǐn)?shù)“解決問題”,通過分析其難度,可得:在探究因素上,整數(shù)、分?jǐn)?shù)、小數(shù)、百分?jǐn)?shù)的探究水平逐步加深。在背景因素上,百分?jǐn)?shù)的背景水平略高,小數(shù)、整數(shù)、分?jǐn)?shù)三者背景水平相差不大。在運算因素上,整數(shù)、分?jǐn)?shù)、小數(shù)、百分?jǐn)?shù)的運算水平依次遞加,整數(shù)較低于其他三者。在推理因素上,四者基本持平,基本處于無推理水平。在知識點含量因素上,分?jǐn)?shù)、整數(shù)、小數(shù)/百分?jǐn)?shù)的知識點水平依次增加,小數(shù)和百分?jǐn)?shù)持平�？傮w看來,百分?jǐn)?shù)和小數(shù)“解決問題”難度相對較大,整數(shù)“解決問題”難度相對較低。再對課程標(biāo)準(zhǔn)以及教科書中“解決問題”所體現(xiàn)的價值取向進(jìn)行定性分析,可以看出,“解決問題”體現(xiàn)了對數(shù)量關(guān)系、方法多樣性、反思理念以及估算的重視。最后,綜合上述“解決問題”的難度分析以及價值取向研究,總結(jié)如下“解決問題”教學(xué)建議:把握難度,逐步化解教學(xué)難點;情景教學(xué),貼近生活貼近實際;關(guān)注過程,引導(dǎo)學(xué)生有序思考;方法多樣,重視數(shù)量關(guān)系分析;合作交流,提升對問題的認(rèn)識;反思整合,深化對問題的理解。
[Abstract]:This paper studies the "problem solving" in the operation of mathematics textbooks in primary school, that is, in the operation part of the number, orange is used as the background color, and the three steps of solving the problem are clearly written: reading and understanding (what is in the picture, what you know), analysis and answer (how to answer), review and reflection (the answer is correct), in addition, the problem solving is not included in this study. In the research method, this paper uses the literature research method and the text analysis method synthetically. First of all, through the collection and collation of literature, we can clarify the similarities and differences between "problem solving" and "application problem" in connotation breadth, textbook arrangement, presentation mode, problem difficulty, problem solving method, teaching goal, teaching method and so on. Secondly, drawing lessons from the comprehensive difficulty model of mathematical problems established by Professor Bao Jiansheng, absorbing the improvement of Li Shuwen and Huang Lihong, and combining with the specific situation of "problem solving" in primary school mathematics textbooks, this paper divides "problem solving" into integer "problem solving", decimal "problem solving", score "problem solving" and percentage "problem solving". By analyzing its difficulty, we can get: in exploring the factors, integer, score, Decimal, percentage of the level of exploration gradually deepened. In the background factor, the background level of the percentage is slightly higher, but the background level of decimal, integer and score is not significantly different. In the operation factor, the operation level of integer, fraction, decimal and percentage is added in turn, and the integer is lower than the other three. In the reasoning factors, the four are basically the same, basically in the level of no reasoning. In the knowledge point content factor, the score, integer, decimal / percentage knowledge point level increases in turn, decimal and percentage are the same. On the whole, it is relatively difficult to solve the problem with percentage and decimal, and the difficulty to solve the problem by integer is relatively low. Then the qualitative analysis of the curriculum standard and the value orientation of "problem solving" in textbooks shows that "problem solving" embodies the importance of quantitative relationship, method diversity, reflection concept and estimation. Finally, based on the above difficulty analysis and value orientation research, this paper summarizes the following teaching suggestions: grasp the difficulty, gradually resolve the teaching difficulties; situational teaching, close to life and close to reality; pay attention to the process and guide students to think in an orderly manner; diverse methods, attach importance to quantitative relationship analysis; cooperate and exchange, improve the understanding of the problem; reflect and integrate, deepen the understanding of the problem.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5

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