小学分数知识团的教学设计案例研究

发布时间：2018-06-18 07:09

本文选题：分数 + 知识团　；参考：《天津师范大学》2015年硕士论文

【摘要】：现代小学数学教学强调教师的教学工作要把教材知识化繁为简,从而使学生清晰有条理的根据每一个知识点之间的联系来理解和记忆每一章节的内容。小学生在数学学习中的的心理特点表现为以直观记忆形象记忆为主,处在这一年龄段的学生并不能处理大量繁杂的信息,所以更有必要建立完整知识体系。分数是小学数学重要的内容,作为新的知识点,学生在学习中会存在对知识之间认识的不清晰。基于史宁中提出的“知识团”概念,本文应用定量定性分析法和文献法对人教版小学数学教材分数进行知识团的研究。并利用比较研究法对新手教师和专家型教师在教学设计的制定时是否注意知识团的构建进行比较。拟解决问题如下：(1)基于知识团概念分析小学分数的知识点之间存在的联系；(2)根据知识团分析的结果,比较专家型教师与新手教师在教学设计制定时是否建立知识团。(3)围绕比较研究得到的结果分析新手教师与专家型教师在教学设计制定中对于知识团构建产生差异的原因。(4)提出合理制定知识团的建议和教学建议。研究表明：(1)小学数学分数知识点间存在着紧密联系可以构建知识团；(2)经比较新手教师与专家型教师的教学设计发现,专家型教师更注重知识团的建立；(3)新手型与专家型教师知识团构建产生差异的主要原因是对知识点的明确与知识点之间关系的明确。(4)合理运用知识团组织教学,教师在教学过程中应注意认真研读教材和课程标准,理清知识点；注重建立知识点间的联系；在进行教学设计时注重体现知识团的构建；对于教学设计中习题的设计不要过于功利化要注重突出知识点的本质,并且强调知识点间的本质联系。
[Abstract]:The modern primary school mathematics teaching emphasizes that the teaching work of the teachers should be simplified, so that the students can understand and memorize the contents of each chapter in a clear and orderly manner according to the connection between each point of knowledge. The psychological characteristics of the pupils in mathematics study are mainly in the memory of visual memory image, which is in this year. The students of the age group are not able to deal with a large number of complicated information, so it is more necessary to establish a complete knowledge system. As a new knowledge point, as a new knowledge point, students will have an indistinct understanding of the knowledge. Based on the concept of "knowledge group" proposed in the history of history, this paper applies the quantitative qualitative analysis method and the method of quantitative analysis. The literature method studies the scores of the primary school mathematics teaching materials in the human teaching edition, and compares whether the novice teachers and the expert teachers pay attention to the construction of the knowledge group in the formulation of the teaching design. The following problems are as follows: (1) the relationship between the knowledge points of the primary school scores based on the concept of the knowledge group is analyzed. (2) according to the results of the knowledge group analysis, compare whether the expert teacher and the novice teacher set up a knowledge group in the design of teaching. (3) around the results of comparative study, the reasons for the difference between the novice teachers and the expert teachers in the construction of the teaching design are analyzed. (4) a proposal for the rational development of the knowledge group is put forward. Teaching advice.
The research shows that: (1) there is a close connection between the knowledge points of the primary school mathematics scores. (2) the teaching design of the newcomer teachers and the expert teachers find that the expert teacher pays more attention to the establishment of the knowledge group; (3) the main reason for the difference between the novice and the expert teacher's knowledge group is the clear knowledge point. The relationship with the knowledge point is clear. (4) rational use of knowledge groups to organize teaching, teachers should pay attention to reading materials and curriculum standards carefully in the course of teaching, to clarify knowledge points, to pay attention to the establishment of contact between knowledge points, to embody the construction of knowledge groups in the course of teaching design, and not to design exercises too much in teaching design. Utilitarianism should emphasize the essence of knowledge points and emphasize the essential connection between knowledge points.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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