基于“五还”理念下的小学数学教学研究

发布时间：2018-05-02 15:49

本文选题：“五还”教学方法 + 新基础教育　；参考：《集美大学》2017年硕士论文

【摘要】：“改变教师教的方法与学生学的方式,达到培养学生主动学习与创新能力”是数学课堂改革的核心。华东师范大学叶澜教授在“新基础教育”理论提出“把课堂还给学生,让课堂换发生命气息”,主张教师对学生进行“五还”教学。“五还”的含义是还给学生主动学习的“时间、空间、工具、提问权和评议权”。激发学生的学习兴趣,自主探索、合作交流等,从而改变学生的学习方式,发挥创造性。本文以思明第二实验小学“新基础教育”试验理论课题为纽带,对2015级(5)班进行历时一年的“五还”教学实验研究。在通过“五还”教学方法进行课堂观察、案例分析、访谈法、问卷调查中以及普通课堂与“五还”教学课堂对比中得出以下结论:1、“五还”教学课堂气氛比较活跃,教师与学生以及学生与学生之间能积极有效的多项互动;学生的积极性教高,举手面较广,能较好的融入课堂,绝大部分学生可以根据教师的要求积极参与课堂,完成活动。2、教师在教学上一是注重课堂时间的分配,课堂的教学组织形式多样、更注重学生的动手操作、小组合作交流的活动,合理分配各个教学环节时间。二是注重方法的教学,运用引发学生思维的“大问题”贯穿全堂课,强调学生方法的训练,不是简单的教知识点,而是教知识的结构,再培养学生用知识的结构解决问题。三是注重课堂的重组。教师在课堂中能不断尝试捕捉、判断、重组学生课堂中不断呈现的各种各类的信息资源,使学生的主动学习活动能自发的不断推进,从而使教学过程真正呈现动态生成。教师的教学水平也逐渐得到了锻炼并提高。3、学生的数学能力得到提高,体现学生在动手能力、想象能力、解决问题均有所提高。数学成绩有所提高,实验时间越长,差异越大。对数学学习态度有所提高。学生更喜欢上数学课,愿意主动去探索、创造数学。
[Abstract]:It is the core of mathematics classroom reform to change teachers' teaching methods and students' learning ways to cultivate students' ability of active learning and innovation. Professor Ye Lan of East China normal University put forward in the theory of "New basic Education" that "return the classroom to the students and let the classroom change the breath of life", and advocated that teachers should teach the students "five ways". The meaning of "five also" is to give students "time, space, tools, right to ask questions and right to comment". Stimulate students' interest in learning, explore independently, cooperate and communicate so as to change the students' learning style and bring their creativity into full play. Based on the experimental theory of "New basic Education" in Siming No. 2 Experimental Primary School, this paper makes an experimental study on "Wuhui" teaching for one year in Grade 2015 (Grade 5). In the classroom observation, case analysis, interview method, questionnaire survey and the comparison between the ordinary classroom and the "Wuhua" teaching method, we can draw the following conclusions: 1. The classroom atmosphere of the "Wuhua" teaching is quite active. Teachers and students as well as students and students can actively and effectively interact with each other; students are highly motivated, raise their hands more widely, and can better integrate into the classroom. Most students can actively participate in the classroom according to the teacher's request. In the teaching, teachers pay attention to the allocation of classroom time, the teaching organization of the classroom is diverse, pay more attention to the students' hands-on operation, the activities of group cooperation and communication, and allocate the time of each teaching link reasonably. Second, pay attention to the teaching of methods, use the "big problems" that cause students' thinking to run through the whole class, emphasize the training of students' methods, not simply teach the knowledge points, but teach the structure of knowledge, and then train students to solve the problems with the structure of knowledge. Third, pay attention to the reorganization of the classroom. Teachers can constantly try to capture, judge and reorganize the various kinds of information resources that students constantly present in the classroom, so that the students' active learning activities can be promoted spontaneously, so that the teaching process can be generated dynamically. Teachers' teaching level has also been gradually trained and improved. 3. The students' mathematics ability has been improved, which reflects the students' ability to start, imagine and solve problems. Mathematics scores have been improved, the longer the experimental time, the greater the difference. The attitude towards learning mathematics has been improved. Students prefer math classes and are willing to explore and create mathematics on their own initiative.
【学位授予单位】：集美大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

【参考文献】