蒙语授课小学分数教学研究

发布时间：2018-04-22 01:05

本文选题：分数 + 小学分数教学　；参考：《内蒙古师范大学》2015年硕士论文

【摘要】：分数是小学数学课程中的重要内容和基础知识,也是解决生活中实际问题的工具知识。分数教学为分数知识的传播提供服务,因此,分数教学是掌握分数知识的重要途径。教师在课堂上正确引导学生,使其在操作活动中理解、掌握分数知识从而提高学生的自主探究能力、创造能力、合作学习能力和思维发展能力。基于这种认识,结合自己近十年的小学数学教学实践经验和认识,对蒙语授课小学分数教学进行了调查,并对分数教学存在的问题,改进提高措施等进行了较系统而深入的研究。本文由以下五个部分组成：第一章,绪论。其阐述了研究目的和意义、国内外研究现状、研究方法与创新之处。第二章,分数相关内容的概述。介绍了了分数的产生、分数的分类、课程标准中对分数的教学要求和教科书中的分数内容。分数是由平均分配、比例的需要、测量、自然数相除而产生。分数分为简分数和繁分数。从分数的内容分布、知识结构、呈现方式、情境与素材、表征形式、认知诊断等方面论述了教科书中的分数。第三章,蒙语授课学校分数教学调查问卷设计及分析。通过教师和学生的调查情况分析蒙语授课小学分数教学中存在的问题：教师对分数教学局限于教科书,没有研究开发新的教学方法,以让学生理解分数知识为教学目标；学生对分数知识停留在理解的层面上,对分数的应用存在困难。结合当前蒙语授课分数教学中出现的问题来研究分数教学的每个阶段的内容,并提出分数教学的相应策略,旨在改善分数教学效果。第四章,分数教学策略及案例分析。为小学分数的四个重要阶段的知识：“分数的初步认识”、“分数的意义”、“分数的加法和减法”、“分数的应用”提供相应教学策略及教学案例。第五章,对蒙语授课的小学分数教学研究进行总结和建议。分数教学中学生掌握分数知识、正确应用分数知识均取决于教师如何引导学生接受分数知识。
[Abstract]:Score is an important content and basic knowledge in primary school mathematics curriculum, and it is also a tool knowledge to solve practical problems in life. Fractional teaching provides service for the spread of fractional knowledge, so fractional teaching is an important way to master fractional knowledge. Teachers can correctly guide students in class, make them understand in operation activities, master score knowledge so as to improve students' ability of independent inquiry, creativity, cooperative learning and thinking development. Based on this understanding, combined with the practical experience and understanding of mathematics teaching in the past ten years, this paper investigates the score teaching in Mongolian primary schools, and discusses the problems existing in score teaching. The improvement measures and so on have carried on the system and the thorough research. This paper consists of the following five parts: chapter one, introduction. The purpose and significance of the research, the status quo of research at home and abroad, the research methods and innovations are expounded. The second chapter, the score related content summary. This paper introduces the generation of scores, the classification of scores, the teaching requirements for scores in curriculum standards and the content of scores in textbooks. Fractions are generated by the division of equal distribution, the need for proportion, measurement, and natural numbers. Scores are divided into simple scores and complex scores. This paper discusses the scores in textbooks from the aspects of content distribution, knowledge structure, presentation mode, situation and material, representation form, cognitive diagnosis and so on. Chapter three, the design and analysis of score teaching questionnaire in Mongolian teaching schools. Through the investigation of teachers and students, this paper analyzes the problems existing in score teaching in Mongolian primary schools: teachers' teaching of scores is limited to textbooks and there is no research and development of new teaching methods to make students understand the knowledge of scores as the teaching goal; It is difficult for students to apply scores because they remain at the level of understanding. According to the problems in the teaching of scores in Mongolian language at present, this paper studies the contents of each stage of score teaching, and puts forward the corresponding strategies of score teaching in order to improve the effect of score teaching. The fourth chapter, score teaching strategy and case study. It provides corresponding teaching strategies and teaching cases for the knowledge of four important stages of grade in primary school: "preliminary understanding of score", "meaning of score", "addition and subtraction of score" and "application of score". The fifth chapter summarizes and suggests the elementary grade teaching research of Mongolian language teaching. The correct application of fractional knowledge depends on how teachers guide students to accept fractional knowledge.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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