小学六年级学生分数应用题解题错误的实证研究

发布时间：2018-04-20 18:49

本文选题：分数应用题 + 解题错误　；参考：《华中科技大学》2015年硕士论文

【摘要】：分数应用题长久以来都是小学数学学习的重点和难点,是影响小学数学教学质量稳步提高的关键要素。但是由于受分数本身的非具体化和复杂的运算特征的制约,相对于整数应用题而言,解答分数应用题似乎更加抽象,解题方法也非常特殊。小学生分数应用题解题中,常常遇到各种困难,呈现各种解题错误。然而从教学效果的期待值来说,学生能够掌握课堂所传授新知识,并能够灵活运用,减少错误的产生有时我们希望看到的。所以,加深认识学生的各类解答错误,合理、有效的找到发生原因,并研究出规避学生解题错误发生的教学策略显得十分必要。作者通过课堂观察,分析学生作业等,确定研究小学高年级学生分数应用题解题错误这一研究主题;通过文献分析,初步确定了研究框架;然后选择研究对象和研究工具,确定研究方法,提出了研究问题。笔者在对小学阶段关于分数应用题的教材以及教辅等进行研究的基础上,编制了调查问卷和测试卷。通过《学生分数应用题解题自评问卷》的统计与整理,笔者对被试分数应用题解题的内在认知过程有了一个初步认识,通过文本分析法分析学生《分数应用题测试卷》答题结果,对学生解决分数应用题中出现的错误进行辨别,结合两个问卷的结果又进一步揭示了学生分数应用题解题错误的原因。通过本研究,笔者主要得到以下结论:首先,我们从学生的观点,了解学生解题的内在认知过程;其次,在已有解题分类理论的基础上,结合本研究的实际需要我们将六年级学生一般性的解题错误大致分为三类:知识性错误、策略性错误和疏忽性错误。在对分数应用题解题错误做一般层面的分类后,根据学生具体错误所涉及的知识点做具体分析。再次,结合学生分数应用题解题现状、测试结果以及相关理论知识和课堂听课经历等,我们将学生出现分数应用题解题错误的原因归结如下:(1)数学学习内容教材方面的原因;(2)学生数学解题方面的原因。最后,本文在分析原因基础上,为减少学生解题错误的发生提出合理的教学建议。
[Abstract]:The application of fractional questions has long been the key and difficult point in primary school mathematics learning. It is the key factor affecting the steady improvement of the quality of mathematics teaching in primary schools. However, because of the non concrete and complex operation characteristics of the score itself, the application questions of the number of solutions seem to be more abstract and the method of solving the problem is very much relative to the integer application questions. Special. In the problem solving problems of primary school students' scores, they often encounter various difficulties and present various problems of solving problems. However, from the expected value of teaching effect, students can grasp the new knowledge taught in the classroom, and can be used flexibly to reduce errors. It is necessary to find out the reasons for the occurrence of the problem and to study the teaching strategies to avoid the students' problem of solving problems. Through the observation of the class, the author analyzes the students' homework and so on. On the basis of the study of the teaching materials and teaching assistants of the fractional questions in primary school, the author has compiled a questionnaire and a test volume on the basis of the study of the teaching materials and teaching assistants of the fractional questions in primary school. The cognitive process has a preliminary understanding. Through the text analysis method, it analyses the students' test results of the score application test, and identifies the errors in the students' solving the scores in the scores. The results of the two questionnaires further reveal the reasons for the mistakes of the students' scores. Next, on the basis of the existing problem classification theory, we divide the general problems of the six grade students into three categories: knowledge error, strategic error and negligence error. After the problem of solving the problem in the general level of classification, according to the specific errors involved in the knowledge of the students to do a specific analysis. Again, combined with the status of problem solving, test results and relevant theoretical knowledge and class listening experience, we will result in the following reasons: (1) mathematics learning. The reasons for the teaching materials; (2) the reasons for the students to solve the problems in mathematics. Finally, on the basis of the analysis of the reasons, this paper puts forward reasonable teaching suggestions to reduce the occurrence of problem solving errors.

【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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