本文選題：信息技術(shù) + 數(shù)學(xué)讀圖能力��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：《國家教育事業(yè)發(fā)展“十三五”規(guī)劃》中指出,要積極發(fā)展“互聯(lián)網(wǎng)+教育”,全力推動(dòng)信息技術(shù)與教育教學(xué)的深度融合。激勵(lì)教師學(xué)會(huì)使用信息技術(shù)提高自身的教學(xué)業(yè)務(wù)素質(zhì)、探索和創(chuàng)造新型教學(xué)模式,應(yīng)用翻轉(zhuǎn)課堂、混合式教學(xué)等方法充分利用好數(shù)字資源,并發(fā)揮其優(yōu)勢,形成線上與線下相結(jié)合的網(wǎng)絡(luò)化泛在學(xué)習(xí)新模式�！度罩屏x務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)(2011年版)》中指出,學(xué)生要掌握初步的測量、識(shí)圖和繪圖技能。在教學(xué)中,要利用信息技術(shù)作為技術(shù)支持,讓學(xué)生主動(dòng)的參與到現(xiàn)實(shí)性和趣味性的數(shù)學(xué)活動(dòng)中。目前在中小學(xué)階段,信息技術(shù)的使用和實(shí)踐,主要集中在微課(資源方面)和翻轉(zhuǎn)課堂(教學(xué)模式方面),微課作為資源,使用方式靈活,需經(jīng)過加工設(shè)計(jì)來實(shí)現(xiàn)對教學(xué)的支持,符合現(xiàn)有教學(xué)條件,據(jù)此本文選擇微課作為信息技術(shù)的聚焦點(diǎn),開展數(shù)學(xué)教學(xué)中培養(yǎng)學(xué)生數(shù)學(xué)讀圖能力的研究具有重要的理論意義與實(shí)踐意義。本文采用的研究方法主要有文獻(xiàn)分析法、問卷調(diào)查法、教育實(shí)驗(yàn)法及統(tǒng)計(jì)分析法。筆者以認(rèn)知結(jié)構(gòu)理論、信息加工學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論和認(rèn)知發(fā)展階段理論為基礎(chǔ),在分析了小學(xué)低年級(jí)學(xué)生數(shù)學(xué)讀圖能力現(xiàn)狀的基礎(chǔ)上,精心設(shè)計(jì)一系列培養(yǎng)數(shù)學(xué)讀圖能力的微課資源,進(jìn)一步設(shè)計(jì)其在教學(xué)實(shí)踐中的應(yīng)用,促進(jìn)小學(xué)生數(shù)學(xué)讀圖能力的養(yǎng)成。本文主體分為六個(gè)章節(jié),分別為緒論、相關(guān)概念的界定與理論基礎(chǔ)、現(xiàn)狀調(diào)查研究、讀圖能力培養(yǎng)策略、教學(xué)實(shí)踐與總結(jié)。第一章和第二章是研究的基礎(chǔ),通過查閱相關(guān)文獻(xiàn),梳理出國內(nèi)外數(shù)學(xué)讀圖能力的研究現(xiàn)狀,說明研究所采用的方法。第二章則對相關(guān)的概念和理論基礎(chǔ)作界定與分析。第三章、第四章和第五章是實(shí)證部分,通過第三章的問卷調(diào)查,分析現(xiàn)階段小學(xué)生數(shù)學(xué)讀圖能力的狀況,找出影響讀圖能力的因素。第四章用聚焦于富含信息技術(shù)元素的微課的設(shè)計(jì)與課堂介入策略,來培養(yǎng)學(xué)生數(shù)學(xué)讀圖能力。第五章進(jìn)行信息技術(shù)支持下的小學(xué)數(shù)學(xué)讀圖能力培養(yǎng)策略的應(yīng)用實(shí)踐,對實(shí)驗(yàn)數(shù)據(jù)的統(tǒng)計(jì)分析。第六章是結(jié)論部分,說明研究的不足與展望。本文的創(chuàng)新之處在于提出了基于微課的信息技術(shù)培養(yǎng)數(shù)學(xué)讀圖能力的設(shè)計(jì)策略,包括專題微課設(shè)計(jì)和微課介入課堂的設(shè)計(jì),并進(jìn)行實(shí)驗(yàn)驗(yàn)證該培養(yǎng)策略的效果,豐富信息技術(shù)尤其是微課與數(shù)學(xué)課程深度整合的理論與實(shí)踐。
[Abstract]:In the 13th Five-Year Plan for the Development of National Education, it is pointed out that it is necessary to actively develop "Internet education" and make every effort to promote the deep integration of information technology and education and teaching. To encourage teachers to use information technology to improve their teaching professional quality, to explore and create a new teaching model, to make full use of digital resources and to give full play to their advantages by using the methods of flipping class and mixed teaching, etc. It is pointed out in the Mathematics Curriculum Standard for Full-time compulsory Education (2011 Edition) that students should master the preliminary skills of measurement, mapping and drawing. In teaching, information technology should be used as technical support to enable students to actively participate in practical and interesting mathematical activities. At present, in primary and secondary schools, the use and practice of information technology are mainly concentrated in micro-classes (resources) and flipping classrooms (teaching modes). As resources, micro-lessons are used in flexible ways and need to be processed and designed to support teaching. In accordance with the existing teaching conditions, this paper chooses the micro-course as the focus of information technology, and it has important theoretical and practical significance to develop the research of cultivating students' ability of reading map in mathematics teaching. The research methods used in this paper are literature analysis, questionnaire survey, educational experiment and statistical analysis. Based on cognitive structure theory, information processing learning theory, constructivism learning theory and cognitive development stage theory, the author analyzes the present situation of students' ability to read map in mathematics of primary school. To design a series of microcourse resources to cultivate the ability of mathematics reading drawing, and to further design its application in teaching practice, to promote the development of mathematics reading ability of primary school students. The main body of this paper is divided into six chapters, respectively, the introduction, the definition and theoretical basis of related concepts, the investigation and research of the present situation, the training strategy of the ability to read pictures, the teaching practice and the summary. The first and second chapters are the basis of the research. By consulting the relevant literature, the present research situation of mathematics reading ability at home and abroad is sorted out, and the methods used in the study are explained. The second chapter defines and analyzes the related concepts and theoretical basis. The third chapter, the fourth chapter and the fifth chapter is the empirical part, through the third chapter questionnaire survey, analyzes the present primary school student mathematics reading picture ability condition, finds out the influence factor which reads the picture ability. The fourth chapter focuses on the design and classroom intervention strategies of microcourses which are rich in information technology elements to train students' ability of reading mathematics drawings. The fifth chapter carries on the elementary school mathematics reading map ability training strategy under the information technology support the application practice, the statistical analysis to the experiment data. The sixth chapter is the conclusion part, explains the research insufficiency and the prospect. The innovation of this paper lies in putting forward the design strategy of training mathematics reading ability based on micro-course information technology, including the design of special micro-course and the design of micro-class intervention, and the experiment is carried out to verify the effect of the training strategy. Enrich the theory and practice of deep integration of information technology, especially micro-course and mathematics course.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李yN;鐘紹春;周拓;;信息技術(shù)支持下的小學(xué)數(shù)學(xué)智慧教學(xué)模型研究[J];中國電化教育;2016年11期

2 王燕飛;;例談小學(xué)低年級(jí)段數(shù)學(xué)教學(xué)中對學(xué)生讀圖能力的培養(yǎng)[J];考試周刊;2015年60期

3 唐嘉欣;;微課在小學(xué)第一學(xué)段數(shù)學(xué)課堂教學(xué)中的應(yīng)用[J];教育信息技術(shù);2014年11期

4 張幫敏;;低年級(jí)學(xué)生數(shù)學(xué)讀圖能力的培養(yǎng)與評價(jià)[J];科學(xué)咨詢(教育科研);2014年11期

5 鄭小軍;張霞;;微課的六點(diǎn)質(zhì)疑及回應(yīng)[J];現(xiàn)代遠(yuǎn)程教育研究;2014年02期

6 張曉武;;小學(xué)數(shù)學(xué)教學(xué)中讀圖能力的培養(yǎng)對策分析[J];數(shù)學(xué)學(xué)習(xí)與研究;2013年24期

7 孫麗梅;吳華;;現(xiàn)代信息技術(shù)支持下的數(shù)學(xué)微課教學(xué)[J];科教導(dǎo)刊(中旬刊);2013年12期

8 張琛;;微課程的設(shè)計(jì)與制作[J];中國職業(yè)技術(shù)教育;2013年35期

9 張金磊;;“翻轉(zhuǎn)課堂”教學(xué)模式的關(guān)鍵因素探析[J];中國遠(yuǎn)程教育;2013年10期

10 馬瓊;;小學(xué)生識(shí)圖能力的培養(yǎng)策略[J];廣西教育;2013年13期

相關(guān)博士學(xué)位論文 前1條

1 王春華;教學(xué)設(shè)計(jì)的理性及其限度[D];山東師范大學(xué);2014年

相關(guān)碩士學(xué)位論文 前10條

1 江文英;高中生地理繪圖能力培養(yǎng)策略研究[D];華中師范大學(xué);2015年

2 劉文芳;信息技術(shù)支持下的小學(xué)數(shù)學(xué)問題導(dǎo)向式教學(xué)策略研究[D];山東師范大學(xué);2015年

3 劉茹;基于微課教學(xué)手段的高中生地理讀圖能力的培養(yǎng)研究[D];福建師范大學(xué);2015年

4 劉亞琴;信息技術(shù)支持下的同步課堂教學(xué)互動(dòng)及其策略研究[D];華中師范大學(xué);2015年

5 張霞;初中生數(shù)學(xué)閱讀能力的培養(yǎng)策略研究[D];重慶師范大學(xué);2014年

6 艾元元;微課在高中信息技術(shù)技能課中的應(yīng)用研究[D];南京師范大學(xué);2014年

7 劉霖;小學(xué)生幾何直觀能力現(xiàn)狀調(diào)查及培養(yǎng)策略研究[D];東北師范大學(xué);2013年

8 王瑩瑩;初中生數(shù)學(xué)識(shí)圖能力的培養(yǎng)探究[D];山東師范大學(xué);2013年

9 王樂崢;培養(yǎng)小學(xué)第一學(xué)段學(xué)生計(jì)算能力的策略研究[D];四川師范大學(xué);2012年

10 陳小祥;初中生地理讀圖能力的性別差異研究[D];南京師范大學(xué);2011年

，

本文編號(hào)：2113119