基于“大问题”教学模式的“简易方程”教学设计研究

发布时间：2018-01-20 07:50

本文关键词： “大问题”教学小学数学简易方程教学设计　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：新课程理念强调“学生是学习的主体”,教师是课堂教学中的引导者与对话者。课堂教学是师生互动、促进知识理解、问题解决的平台,有效的课堂教学活动,能够促进学生的全面发展。将“大问题”教学模式运用于小学数学课堂教学,不仅能促进课堂教学的有效性,而且能提高学生分析问题、解决问题的能力,培养学生独立思考的意识和自主探究能力。“大问题”教学模式是一种以直指本质、涵盖教学重难点、具有高水平的、以探究为主的“大问题”为导线的问题教学模式。在“大问题”教学中,课堂教学呈现“板块式”结构,化繁为简,层层深入,更具思维的开放性,更具探究学习的挑战性,更具活动体验的丰富性,更利于培养学生的数学思维。以“大问题”教学模式为基础对“简易方程”单元知识进行教学设计研究,首先通过阅读和整理有关“大问题”教学模式和小学数学方程教学设计的有关文献,把握了目前基于“大问题”教学模式的小学数学教学和方程教学设计的现状。其次,在相关书籍、文献的整理下,撰写基于“大问题”教学模式的教学设计研究的理论基础:“大问题”教学模式的相关概念界定与一般流程,”大问题“教学模式在小学数学教学中应用的价值以及基于”大问题“教学模式的小学数学教学设计的基本程序。第三,通过问卷调查、课堂观察等方法,分析学习者己有知识经验状态和一线教师课堂教学情况,为进行具体的教学设计提供依据。第四,在前期调查分析的基础上,运用“大问题”教学模式对“简易方程”进行具体的教学设计,主要包括教学目标设计、教学内容设计、教学过程设计和教学评价设计四个部分。最后,在完成教学设计的基础上,笔者对所在实习学校的五年级学生进行课堂教学实施,并通过测试题和问卷的形式,对教学效果进行评价和分析,得出了“简易方程”教学实践的积极效果以及存在的主要问题。进而提出了基于“大问题”教学模式的“简易方程”教学设计的反思:问题要立足学生经验,尊重学生主体;注重师生深度对话,聚焦问题本质;促进有效探究过程,优化认知结构。
[Abstract]:The concept of the new curriculum emphasizes that "students are the main body of learning", and teachers are the guides and interlocutors in classroom teaching. Classroom teaching is a platform for teachers and students to interact with each other, promote knowledge understanding, solve problems, and conduct effective classroom teaching activities. It can not only promote the effectiveness of classroom teaching, but also improve the students' ability to analyze and solve problems. Cultivating students' consciousness of independent thinking and their ability to explore independently. The "big problem" teaching mode is a kind of teaching mode with direct reference to the essence, covering the important and difficult aspects of teaching and having a high level. In the teaching of "big problems", the classroom teaching presents a "plate type" structure, which is complex and simple, layers of depth, more open thinking. It is more challenging to explore learning, more rich in activity experience, and more conducive to the cultivation of students' mathematical thinking. Based on the teaching model of "big problem", the teaching design of "simple equation" unit knowledge is studied. First of all, by reading and sorting out the "big problem" teaching model and primary school mathematical equation teaching design related literature. Grasp the current situation of mathematics teaching and equation teaching design based on the "big problem" teaching model. Secondly, under the arrangement of relevant books and documents. Writing the theoretical basis of teaching design research based on "big problem" teaching model: the definition of related concepts and general process of "big problem" teaching model. The application value of "big problem" teaching mode in primary school mathematics teaching and the basic procedure of primary school mathematics teaching design based on "big problem" teaching mode. Third, through questionnaire investigation, classroom observation and so on. Analysis of learners' knowledge and experience status and classroom teaching situation of front-line teachers, to provide a basis for specific teaching design. 4th, on the basis of previous investigation and analysis. Using the "big problem" teaching mode to carry on the concrete teaching design to the "simple equation", mainly includes the teaching goal design, the teaching content design, the teaching process design and the teaching appraisal design four parts. Finally. On the basis of the completion of the teaching design, the author carries out the classroom teaching of the fifth grade students in the practice school, and evaluates and analyzes the teaching effect through the form of test questions and questionnaires. The positive effect and main problems in the teaching practice of "simple equation" are obtained, and the reflection of the teaching design of "simple equation" based on "big problem" teaching mode is put forward: the problem should be based on students' experience. Respecting students' subject; Pay attention to the deep dialogue between teachers and students and focus on the essence of the problem; Promote effective inquiry process and optimize cognitive structure.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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