中国基础教育博硕士论文库

节点文献

小学数学文化主题式教学研究

【作者】 王继楠

【导师】 于波;

【作者基本信息】 西南大学, 基础教育学, 2018, 硕士

【摘要】 小学数学文化主题式教学是深化我国小学数学课堂教学改革的现实需要。《义务教育数学课程标准(2011年版)》提出“数学是人类文化的重要组成部分”。对数学文化的关注反映了我国数学教学不仅关注数学知识、而且也重视学生参与数学知识产生、发展过程,关注数学知识背后更深层次的数学思想。数学文化的主题式教学能够培养学生的数学学习兴趣,帮助学生在数学思维活动中生动地感悟数学思想,对于完善学生的数学认知结构和培养学生理性思维能力都具有重要的现实意义。本研究以两类不同数学文化素材组织形式的小学数学文化主题式教学,横向拓展型的《起床后的学问》和纵向深化型的《一笔画》为例,对小学数学文化主题式教学进行分析,探究影响小学数学文化主题式教学的因素,并提出相应的教学建议。本研究主要从以下七个部分进行:第一部分,引言。采用文献分析的方法对数学文化以及主题式教学相关文献进行了梳理,在已有研究的基础上确定本研究的研究问题及研究框架。第二部分,小学数学文化主题式教学的基本意蕴。界定小学数学文化主题式教学的内涵,分析小学数学文化主题式教学的特征,阐明小学数学文化主题式教学的意义。第三部分,小学数学文化主题式教学的理论基础。分别从心理学、哲学和教育学三个领域阐述小学数学文化主题式教学的理论基础,包括心理发展理论、个人知识理论以及数学教学理论。第四部分,小学数学文化主题式教学的基本组织。探究小学数学文化主题式教学中数学文化素材组织的基本类型以及小学数学文化主题式教学的组织原则。第五部分,小学数学文化主题式教学的分析路径。构建小学数学主题式教学的分析框架,提出从教学活动要素、教学活动条件和教学活动层次三个方面分析小学数学文化主题式教学中学生的数学活动过程。第六部分,小学数学文化主题式教学案例剖析。选取两类典型的小学数学文化主题式教学案例,对教学案例中学生的数学活动过程、层次及教学中存在的问题、原因进行分析。第七部分,研究结论与建议。本研究的结论是:组织数学文化素材是有效教学的前提;数学化的活动过程是感悟数学思想的途径;学生的思维参与是开展数学活动的条件。基于以上研究结论,提出有效开展小学数学文化主题式教学的建议为:根据主题安排教学内容,合理选择和整合数学文化素材;以知识为基础、以问题为引导,以情境为平台,促进学生思维参与;增强过程性的反思活动,提供数学化过程体验。本研究只对两类不同数学文化素材组织类型的小学数学文化主题式教学进行了分析,并且只涉及了数学抽象和统筹思想的小学数学文化主题式教学,研究具有一定的局限性。对其他学段以及其他数学思想的小学数学文化主题式教学的探究是后续研究的方向。

【Abstract】 The subject teaching of mathematical culture in primary school is the realistic need to deepen the reform of primary school mathematics teaching in our country.The compulsory education curriculum standard of Mathematics(2011 Edition)proposed "mathematics is an important part of human culture,this reflects that our country not only pays attention to mathematics knowledge,but also attaches importance to the deeper mathematical ideas behind mathematical knowledge.The subject teaching of mathematics culture can cultivate students’ interest in learning mathematics,help students comprehend the mathematical thought,improve the mathematics cognitive structure of students and cultivate students’ rational thinking ability.Based on the significance of the above,this study takes two typical subject teaching of mathematical culture in primary school: horizontal expansion type "The Learning after Wake up" and deepen vertical type "One Touch Drawing" as examples,analyzes the implementation of primary school mathematics culture subject teaching,study on the influence factors of teaching,and put forward the corresponding teaching suggestions.This paper make study on the following seven parts:Chapter one,the introduction.This paper uses the method of literature analysis to sort out the relevant literature of mathematics culture and subject teaching.On the basis of the literature reviews,the research questions and the research framework are determined.Chapter two,the basic connotations of the subject teaching of mathematical culture in primary school.This part defines the concept of the thematic teaching of primary school mathematics culture,analyzes its characteristics and significance.Chapter three,the theoretical basis of the subject teaching of mathematics culture in primary school.This part expounds the theoretical basis of the subject teaching of primary school mathematics culture,which includes the theory of cultural development,the theory of personal knowledge and the theory of mathematics teaching from three aspects of psychology,philosophy and pedagogy.Chapter four,the basic organization of the subject teaching of mathematics culture in primary school.To explore the basic types of mathematical culture material organization and the basic principles of the primary school mathematics culture theme teaching.Chapter five,the analysis path of the subject teaching of mathematics culture.This part constructs the analytical framework of the subject teaching of mathematics culture in primary school,and puts forward three aspects of teaching elements,teaching conditions and teaching levels to do the analysis.Chapter six,the case analysis of the subject teaching of the primary mathematics culture.This paper selects two kinds of typical teaching cases of mathematics culture in primary schools,and analyzes the problems and causes of the students’ mathematical thinking activities.Chapter seven,conclusion and suggestion.The conclusions of this study are as follows: the organization of mathematical culture material is the premise of effective teaching;the process of mathematical activities is the way to understand the mathematical thinking;the thinking participation of students is the condition of mathematical activities.Based on the above research results,this paper puts forward some suggestions: according to the arrangement of teaching content,reasonable selection and integration of mathematical cultural materials;based on knowledge,the problem as a guide,take the situation as a platform to promote students’ thinking and enhance the process of participation;enhance reflective activities,provide mathematics process experience.In this study,only selected two different organizational types of subject teaching of mathematical culture in primary school,and only involves the abstract thinking and overall planning of the primary school mathematics culture theme teaching.Therefore,this study has some limitations,the study of other subjects and other mathematical ideas in the subject teaching of primary school mathematics culture is the direction of future research.

移动知网

全球学术快报

  • 【网络出版投稿人】 西南大学
节点文献中: