小学分数教学中数学思想方法渗透的研究

发布时间：2019-03-04 14:30

【摘要】：数学思想方法作为数学知识的精髓,是学生构建良好认知结构的关键所在。分数作为小学数学知识中的重要组成部分,至今已有很多人研究,但较少有人将分数与数学思想方法相结合。本文以小学分数教学为背景研究教师渗透数学思想方法的现状及原因,对教师的教学以及学生的学习都具有重要作用。本文采用文献分析法梳理了数学思想方法的内涵,小学分数中的数学思想方法,数学思想方法渗透的价值、现状及其原因、以及教学策略;采用问卷调查法,通过分析小学教师的回答情况,了解他们在分数教学中进行数学思想方法渗透的意识和表现;采用案例研究法,分析两名教师的分数课堂教学,了解小学教师在分数课堂中渗透数学思想方法的具体表现;采用访谈法,对个别教师进行访谈,了解他们对在分数教学中渗透数学思想方法的主观感受。研究发现:由于教师对数学知识和教材的处理存在一定的问题、数学思想方法自身的隐蔽性以及《课标》没有对分数教学中数学思想方法的渗透提出具体的要求,导致小学教师在分数教学中只具有零星的数学思想方法渗透的行为和意识,缺乏灵活自如的、综合性的数学思想方法渗透的行为和意识。主要表现为大部分小学数学教师很少了解数学思想方法,在课堂上他们很少对学生进行数学思想方法的指导,缺乏协调分数知识与数学思想方法关系的能力。基于以上结论,对教师和教育部门提出了一些具体的建议:教师应增强数学思想方法渗透的意识,研读教材,在教学的各个环节渗透数学思想方法;教育部门应对数学思想方法的渗透提出具体的要求和实施标准。
[Abstract]:As the essence of the mathematics knowledge, the mathematical thought method is the key to the students to construct a good cognitive structure. As an important part of the mathematics knowledge of primary school, the scores have been studied by many people, but few have combined the scores with the methods of mathematics. This paper studies the present situation and causes of the method of the teacher's infiltration of mathematics in the background of the teaching of primary school, and has an important role in the teaching of the teachers and the study of the students. In this paper, the connotation of the mathematical thought method, the mathematical thought method in the primary school score, the value of the infiltration of the mathematical thought method, the present situation and its causes, and the teaching strategies are analyzed by the literature analysis method, and the answer of the primary school teacher is analyzed by means of the questionnaire method. To understand the consciousness and performance of the infiltration of the mathematical thought method in the fractional teaching; the case study method is adopted to analyze the scores classroom teaching of the two teachers, to understand the concrete performance of the primary school teachers' infiltration of the mathematical thought method in the score class; and to adopt the interview method, Interviews with individual teachers to understand their subjective feelings about the method of penetrating mathematics in fractional teaching. The research has found that because the teacher has some problems with the process of the mathematics knowledge and the teaching material, the concealment of the mathematical thought method itself and the "class mark" have not put forward the concrete requirements for the infiltration of the mathematical thought method in the fractional teaching, As a result, the primary school teacher has only a sporadic mathematical idea of the behavior and the consciousness in the fractional teaching, and lacks the behavior and consciousness of the flexible and comprehensive mathematical thought method. The main performance is that most of the primary school mathematics teachers have little knowledge of the methods of mathematics thought. In the class, they seldom guide the students in the method of mathematical thinking, and lack the ability to coordinate the relationship between the score knowledge and the mathematical thought method. Based on the above conclusion, some concrete suggestions are put forward to the teacher and the education department: the teacher should strengthen the consciousness of the method of the mathematics thought, study the teaching material, and infiltrate the mathematics thought method in every aspect of the teaching; The education department should put forward specific requirements and implementation standards to the penetration of the mathematical thought method.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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