小学数学低年级学生学习起点的研究

发布时间：2018-01-17 02:02

本文关键词：小学数学低年级学生学习起点的研究　出处：《苏州大学》2015年硕士论文　论文类型：学位论文

【摘要】：学习起点分析是小学数学教学的重要组成部分。把握学生的现实起点是实现师生教学互动的关键,在提高教学效率,提升学生学习能力与兴趣方面发挥着重要的作用。本文旨在从理论和实践两个方面探讨如何进行小学数学学生学习起点的系统分析,为指导教学实践提供一定的参考。本文主要使用定性研究方法,包括文献法、访谈、教学案例分析和调查法。通过收集和查阅文献,梳理小学数学学生的学习起点的理论基础、分析国内学者研究表面化和缺乏系统化的现状。我们研究了小学低年级学生数学学习的逻辑起点和现实起点。我们整理出了小学一到三年级知识技能的逻辑起点及其关联。在现实起点方面,对于与数学学习有关的学习起点的四种维度(知识技能、数学思考、问题解决、情感态度)作了系统的分析,也对三个不同年级、二种不同课型(新授课、复习课)、教学的三个阶段(课前、课堂、课后)的现实起点的分析、捕捉和运用进行了研究,还针对学生现实起点偏高和偏低的情况分别提出教学建议。总的来说,有以下几个方面的结果和结论:1.确定了低年级学生数学学习的逻辑起点,并给出了三个年级逻辑起点的逻辑关系图。2.系统研究了低年级学生数学学习的现实起点,这包括以下三个方面:第一.确定现实起点研究的四个维度:知识技能、数学思考、问题解决和情感态度。第二.提出了调查学生现实起点的实施方法:课前访谈、调查问卷、课前练习与整理。第三.提供了对现实起点分析方法的建议:全面调查、动态观察、连续关注。3.为小学教师根据学习起点设计教案提供策略。对学生的现实起点较高和较低的情况分别给出了建议。4.为课堂教学中和课后练习中现实起点的捕捉提供方法。以此结论得出启示,在小学数学教学中,教师要有科学的发展观,四个维度综合关注、逻辑起点和现实起点全面重视、多种策略广泛运用,让学生在科学的方法培养下幸福成长。
[Abstract]:The analysis of learning starting point is an important part of mathematics teaching in primary school. Grasping the students' realistic starting point is the key to realize the interaction between teachers and students and improving the teaching efficiency. Improving students' learning ability and interest plays an important role. The purpose of this paper is to explore how to carry out a systematic analysis of the starting point of primary school mathematics students' learning from two aspects: theory and practice. This paper mainly uses qualitative research methods, including literature method, interview, teaching case analysis and investigation method. Combing the theoretical basis of primary school mathematics students' learning starting point. By analyzing the present situation of superficial and lack of systematization of scholars in China, we have studied the logical starting point and realistic starting point of mathematics study of junior primary school students. We have sorted out the logical starting point of knowledge and skills in grade one to three in primary school. And its connections. In terms of the real starting point. The four dimensions (knowledge and skill, mathematical thinking, problem solving, emotional attitude) of learning starting point related to mathematics learning are systematically analyzed, and three different grades and two different classes (new teaching) are also given. Review lesson, the three stages of teaching (pre-class, classroom, after-class) of the real starting point of the analysis, capture and use of research. In general, there are the following results and conclusions: 1. The logical starting point of mathematics learning for junior students is determined. At the same time, it gives the logic relation diagram of the three grade logic starting points. 2. It systematically studies the realistic starting point of the junior students' mathematics learning. This includes the following three aspects: first, to determine the starting point of the four dimensions of the study: knowledge and skills, mathematical thinking. Second, put forward the implementation method of investigating students' realistic starting point: interview before class, questionnaire. Third, it provides the suggestion to the analysis method of the starting point of reality: comprehensive investigation, dynamic observation. To provide strategies for primary school teachers to design teaching plans according to their learning starting points. Suggestions for higher and lower realistic starting points of students are given respectively. Capture provides the method. Draw inspiration from this conclusion. In the elementary school mathematics teaching, the teacher should have the scientific development view, the four dimensions comprehensive attention, the logic starting point and the realistic starting point comprehensive attention, many kinds of strategies widely uses, lets the student under the scientific method cultivation happiness growth.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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