基于变式教学理论的小学数学“梯形”教学设计研究

发布时间：2018-04-19 15:00

本文选题：小学数学 + 变式教学　；参考：《扬州大学》2017年硕士论文

【摘要】：在数学教学中,变式教学能够提供一种可操作的途径,使学习由重复练习向理解学习顺利转化,可以帮助学生一题多解、举一反三,既能避免教师对学生使用“题海”战术,又能调动学生学习的主动性和兴趣,从而提高课堂教学效率和教学质量。笔者根据变式教学原理,采用访谈法、观察法和测验法等研究方法,在笔者所在的实习学校开展变式教学的实验研究。本次实验的对象主要来源于某所小学五年级的两个班学生。在研究前期,通过对教师和学生的访谈了解学生已学知识基础,思维发展程度,学习方式和解题习惯方面的情况;通过研究课标和翻阅教学参考书,全面理解小学数学义务教育教科书梯形部分教学内容的编排特点和学习要求,为接下来基于变式教学理论的小学数学“梯形”教学设计的具体制定和实施提供依据。在了解学生的实际情况和教学要求的基础上,笔者设计出了小学数学“梯形”教学内容的三维教学目标。依据变式教学理论对小学数学“梯形”这部分内容进行了重新设计,在实验班采用变式教学,在对照班采用普通教学,观察两个班课堂情况,了解学生在课堂上的注意力集中程度、主动参与程度、师生互动频率等方面的表现。在实验完成后,对前测与后测的数据进行对比,分析变式教学实施的具体效果,并以此作为判断变式教学是否具有实效的考量依据。从学生的前测成绩上看,对照班的测验成绩要略优于实验班,说明对照班的知识基础的掌握情况要比实验班扎实,在经过变式教学后,实验班学生的后侧成绩反而明显优于对照班学生的后侧成绩,统计分析有显著差异,这个结果表明在日常小学数学课堂中实施变式教学是可以提高教学效果的。另外,使用变式教学的实验班学生,明显感受到教师的讲授比以往更灵活,自己更有兴趣听下去,且认为自己在上课时的参与度更高,更清楚要学习的任务,对学习内容的理解也更加深刻立体。这些情况说明采用变式教学不仅使学生的知识掌握的更加扎实,而且对学生学习心态、课堂效果以及师生关系都有积极的影响。笔者也对自己的研究过程进行了反思并提出了变式教学给日后小学数学教学的启发,同时也表明了在使用时的局限性。希望变式教学可以作为课堂教学的常用教法,可以作为对知识掌握程度的检验方法,也希望以后可以克服采用变式理论重新编排教学内容耗时长和部分教师的现有能力和知识无法达到变式教学要求的局限性。
[Abstract]:In mathematics teaching, variant teaching can provide an operable way to transform learning from repeated exercises to understanding learning smoothly. It can help students to solve one problem and draw a conclusion from the other, thus avoiding teachers from using "problem sea" tactics against students.It can also arouse students' initiative and interest in learning, thus improving the efficiency and quality of classroom teaching.According to the principle of variant teaching, the author adopts the methods of interview, observation and test to carry out the experimental research of variant teaching in my practical school.The subjects of this experiment mainly come from two classes in grade five of an elementary school.In the early stage of the study, through interviews with teachers and students to understand the students have learned the knowledge base, thinking development, learning methods and problem-solving habits, by studying the curriculum and reading the teaching reference books,In order to provide the basis for the formulation and implementation of the teaching design of elementary mathematics "trapezoid" teaching based on variant teaching theory, the author fully understands the arrangement characteristics and learning requirements of trapezoidal teaching contents in primary mathematics compulsory education textbooks.On the basis of understanding the students' actual situation and teaching requirements, the author has designed the three dimensional teaching goal of the "trapezoid" teaching content of primary school mathematics.According to the theory of variant teaching, this part of elementary mathematics "trapezoid" is redesigned. The experiment class adopts variant teaching, and the control class adopts general teaching, and the two classes are observed.Understand the students' concentration, active participation, and the frequency of teacher-student interaction in class.After the completion of the experiment, the data of pre-test and post-test are compared, and the concrete effect of the implementation of variant teaching is analyzed, which is taken as the basis to judge whether variant teaching is effective or not.From the point of view of the students' pre-test results, the test results of the control class are slightly better than those of the experimental class, indicating that the knowledge base of the control class is better than that of the experimental class.On the contrary, the students in the experimental class are better than those in the control class on the back side, and there are significant differences in the statistical analysis. The result shows that the implementation of variant teaching in the mathematics classroom of primary school can improve the teaching effect.In addition, students in the experimental class who use variant teaching clearly feel that teachers are more flexible in teaching than ever before, that they are more interested in listening, and that they are more involved in class and have a better understanding of the tasks to be learned.The understanding of the learning content is also more profound and solid.These cases show that the use of variant teaching not only makes students master more solid knowledge, but also has a positive impact on students' learning mentality, classroom effect and teacher-student relationship.The author also reflects on his own research process and puts forward the inspiration of variant teaching to mathematics teaching in primary schools in the future. At the same time, the author also shows the limitations of the application.It is hoped that variant teaching can be used as a common teaching method in classroom teaching and as a test method for the degree of mastery of knowledge.It is also hoped that the limitations of using variant theory to rearrange teaching contents in future and that some teachers' existing abilities and knowledge cannot meet the requirements of variable teaching can be overcome.
【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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