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幼儿园数学集体教学活动生活化的行动研究 ——以长沙市A园中一班为例

【作者】 崔彦会

【导师】 郑三元;

【作者基本信息】 湖南师范大学, 学前教育(专业学位), 2017, 硕士

【副题名】以长沙市A园中一班为例

【摘要】 3-6岁是幼儿身心快速发展的关键期,早期的数学教育对幼儿智力的发展,尤其是对幼儿数理逻辑的发展有着积极的促进作用。处在直观形象思维的幼儿,难以通过教师直接传授的方式获得数学概念,而数学教学生活化则符合幼儿数学学习的特点。而且《3-6岁儿童学习与发展指南》(以下简称《指南》)中所提倡的“通过生活感受事物的数量关系”、“体验生活中数学的有用和有趣”等教育主张,也逐渐被一线教师所接受,并运用到实际教学中。但是由于一些教师错误理解数学教学生活化的内涵和外延,导致数学集体教学生活化徒有“生活”的形式,并未实现其真正的教育价值。因此,本研究响应“数学教学生活化”的呼吁,以集体教学的形式,开展数学教学生活化的行动研究,并以建构主义、情境认知与学习理论和“在做中学”作为行动的理论依据。研究者通过实习期间对中班数学集体教学活动的观察,诊断出生活化实践中存在的素材选择不当、情境创设不当以及缺乏数学实践活动的问题,并针对上述问题同合作教师一同制定解决方案并实施,在不断的行动和反思中解决问题。本文一共分为五个章节,第一章为绪论,包括选题的缘由、研究意义、概念界定以及国内外文献综述;第二章为研究设计,主要介绍了研究目的与内容、研究背景、研究方法及其理论依据、研究步骤以及研究资料的收集与编码。第三章是针对实际教学中数学生活化存在的三个问题,开展的行动研究过程。第四章则是在总结研究结果的基础上,对数学教学生活化的本质、数学集体教学生活化的难点以及影响其开展的因素进行讨论。第五章则主要是对本次行动研究的结论进行总结,并提出相应的建议:教师树立科学的数学教学生活化观念;打破数学集体教学活动生活化的时空限制;将数学集体教学与日常生活中的数学教育相结合;最后是加强家园合作,改变家长数学教育观念。

【Abstract】 It is a crucial for the development of children at the age 3 to 6years old. The primary mathematics education has a positive effect on children’s intelligence, especially on children’s mathematical logic. It is difficult for children whose thought is visual to learn the mathematical concepts by teaching directly. And the life-oriented mathematics teaching conforms to the characteristics of mathematics of children. And “The Guidance For 3-6-Year-old Children’s Learning and Development” contend that children can experience and learn mathematics from their life and feel the usefulness and the interest of the mathematics in their life. And the concept of life-oriented mathematics teaching has been widely accepted by teachers and been applied to the practical teaching. But in the current teaching practice, so many teachers misinterpreted the connotation and denotation in the life-oriented mathematics teaching that make Collective Teaching Activity just has the form of life and it does not realize the value of the education.This paper responds to the call of “Life-oriented mathematics”, and the action researching will practice the concept of life-oriented mathematics teaching with the collective teaching form. And treat “the constructivism theory”, “situation cognition and learning theory” and “learning by doing” to be the theoretical basis. During the internship, the researcher observed some mathematics collective teaching activities of middle class, and found that there are some problems with the collective teaching activities, such as gather material from real life, and lack of math practices. After discussed with teachers about the problems, the researcher will set a solution to the problems, and practiced it, revised it until it to be resolved.This paper mainly includes 5 chapters. The first chapter is introduction, this part is mainly includes four parts: the origin of the research, the literature review and the definition of the related concepts. The second chapter is the design of research, it mainly the purpose, content, background information, method, procedures of the research. The third chapter illustrates the process of the action researching. The fourth chapter shows the results of the three activities. And the analysis the researcher did about the difficulties and the factors of activities. The last chapter is the conclusions of the study and the teaching strategies, firstly is the teachers establish the correct concept of the life-oriented mathematics teaching, secondly break the shackles of the time and space of the Collective Teaching Activity; thirdly make the life-oriented mathematics teaching of the Collective Teaching Activity closely with the mathematics education in the daily life; Lastly is strengthen cooperation between family and kindergarten, and help the parents update their correct concept of mathematics education.

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  • 【网络出版投稿人】 湖南师范大学
  • 【分类号】G613.4
  • 【下载频次】623
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