小学数学学困生问题解决表征比较研究

发布时间：2018-03-15 11:20

本文选题：数学问题解决　切入点：问题表征　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：数学教育作为小学教育的基础学科,问题解决是数学教育的重要内容之一,而对于小学数学问题解决而言,解决实际问题是数学教育中的重点和难点。解决实际问题能力的研究一直被认为是小学数学问题解决及其障碍研究的一个核心问题,也是小学生数学学习困难的主要原因。尽管人们在学习困难领域以及数学问题解决方面的研究取得了丰硕的成果,发现问题表征是问题解决的核心和关键,但人们对于小学生问题解决中的表征研究却仍然比较薄弱。针对这一现象,本文采用口语报告法,自编问题解决材料,从以下几个方面对小学四年级学习困难学生的问题表征进行研究与探讨：数学问题解决模式、问题解决的正确率、问题表征时间、表征类型、有效性以及不同性质问题的表征差异；与此同时,对照结合学习优秀学生的问题表征过程,比较二类学生数学问题解决的表征特点和类型的差异。研究结果表明：1.小学数学学习困难学生的问题解决过程符合一般问题解决模式；小学数学学习困难学生的问题解决过程一般经历了信息感知、问题表征、寻求解决方案和数学运算这四个环节,符合一般问题解决的程序。2.学习困难学生和学习优秀学生的问题表征时间差异不显著；从问题表征的时间来看,学习困难学生在问题表征环节所花时间是问题解决过程中最多的一个环节,愿意花时间对问题进行表征。3.学习困难学生问题表征类型缺乏有效性；从问题表征的类型来看,学习困难学生大多采用了前表征、数字表征和关系表征的方式,‘其中前表征和数字表征的方式缺乏有效性。4.学习困难学生问题解决正确率低；由于不能正确地对问题进行表征,因此学习困难学生的问题解决错误率较高。5.问题的性质不同,学习困难学生的问题表征有明显差异。随着问题不熟悉程度和难度的增加,一方面,学习困难学生在问题表征阶段所花时间愈长；另一方面,学习困难学生的表征方式也逐渐单一
[Abstract]:Mathematics education as the basic subject of primary school education, problem solving is one of the important content of mathematics education for primary school mathematics to solve problems, to solve practical problems is the focus and difficulty in mathematics education. The ability to solve practical problems has been considered a core problem in the study of primary school mathematics problem solving and obstacles, the main reason is the primary mathematics learning difficulties. Although people in the field of mathematics problem solving learning difficulties and the research has achieved fruitful results, found that the problem representation is the core and key to solve the problem, but people for the characterization of pupils in problem solving is still relatively weak. In view of this phenomenon, this paper uses oral report method, self to solve the problem of materials, research and discussion from the following characterization of students with learning difficulties in the fourth grade primary school problems: Mathematical problem solving model, the correct rate of problem solving, problem representation, representation, characterization of the differences between the effectiveness and the different nature of the problem; at the same time, the control problem with characterization process excellent learning students, solve two types of students mathematical problem characterization of the characteristics and types of differences. The results showed that: 1. the primary school mathematics learning difficulties the students' problem solving process is consistent with the general pattern of problem solving process; primary school students with learning difficulties in mathematics to solve the problem of the history of information perception, problem representation, and mathematics to seek solutions to these four aspects, the time difference is consistent with the general problem representation problem solving process of.2. students with learning difficulties and learning excellent students are not significant; from the problem the characterization of the time, students with learning difficulties in the problem representation link time spent in the process of solving problems is one of the most A link, is willing to take the time to express problems.3. students with learning difficulties of problem representation of lack of effectiveness; from the perspective of the type of problem representation, learning difficulties students mostly used before digital representation, characterization and characterization of the relationship, "the characterization and characterization of the lack of effective digital.4. students with learning difficulties to solve the problem correctly the rate is low; because it is not correct to express problems, so the students with learning difficulties to solve the problem of high error rate properties of.5. with different learning difficulties students, characterized problems have obvious difference. With the increase of the problem, not familiar with the degree and the difficulty of the one hand, students with learning difficulties in the problem representation stage takes longer; on the other hand, students with learning difficulties are gradually single representation

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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