發(fā)布時(shí)間：2018-03-31 06:19

  本文選題：小學(xué)數(shù)學(xué)教學(xué)　切入點(diǎn)：學(xué)具　出處：《湖南師范大學(xué)》2015年碩士論文

【摘要】：數(shù)學(xué)這門學(xué)科不同于其他學(xué)科,其邏輯性、抽象性很強(qiáng)。而小學(xué)階段正處于由具體形象思維向抽象邏輯思維過(guò)渡的時(shí)期,因此在小學(xué)數(shù)學(xué)教學(xué)中,合理、有效地使用學(xué)具,讓動(dòng)手操作與動(dòng)腦思考聯(lián)系起來(lái),不僅能培養(yǎng)學(xué)生學(xué)習(xí)數(shù)學(xué)的興趣,還能化枯燥為生動(dòng)、化抽象為具體,激發(fā)學(xué)生積極的思維,有效提高數(shù)學(xué)教學(xué)效率。因此,學(xué)具有效使用的研究是小學(xué)數(shù)學(xué)課堂教學(xué)改革中不可忽視的一個(gè)重要方面。通過(guò)對(duì)湘潭市6所學(xué)校10個(gè)班級(jí)526名學(xué)生進(jìn)行問(wèn)卷調(diào)查,對(duì)17位一線數(shù)學(xué)教師進(jìn)行訪談,我們發(fā)現(xiàn),目前市內(nèi)大部分小學(xué)的學(xué)具數(shù)量和種類都不齊全,且人教版數(shù)學(xué)教材剛剛改版,配套學(xué)具跟不上。大部分學(xué)校的學(xué)具使用管理處于無(wú)人監(jiān)管的狀態(tài),部分教師因?yàn)闆]有及時(shí)得到配套學(xué)具而放棄了學(xué)具的使用,也有些教師認(rèn)為相關(guān)學(xué)具不實(shí)用而不太使用學(xué)具教學(xué),還有的教師覺得多媒體教學(xué)相比學(xué)具更省事好用而很少使用學(xué)具教學(xué)。即使使用了學(xué)具教學(xué),大部分教師也是把學(xué)生的學(xué)具操作過(guò)程當(dāng)成一種活躍課堂氣氛的手段,流于形式,在教學(xué)中出現(xiàn)了學(xué)具操作無(wú)目的、學(xué)具操作形式單一和課堂混亂的現(xiàn)象。小學(xué)數(shù)學(xué)教學(xué)中指導(dǎo)學(xué)生使用學(xué)具方面的實(shí)際研究很少,廣大教師對(duì)學(xué)生如何利用學(xué)具學(xué)習(xí)數(shù)學(xué)普遍缺乏系統(tǒng)思考,導(dǎo)致學(xué)具使用低效甚至無(wú)效,學(xué)生的主體地位得不到充分的發(fā)揮,也不利于學(xué)生數(shù)學(xué)知識(shí)體系的建構(gòu)。教師們希望學(xué)校能及時(shí)配備齊全、配套、實(shí)用和有創(chuàng)意的學(xué)具材料,更希望上級(jí)部門能提供相關(guān)學(xué)具教學(xué)方面的指導(dǎo),具體給他們提供優(yōu)秀的教學(xué)設(shè)計(jì)和指導(dǎo)建議�；�于小學(xué)數(shù)學(xué)“學(xué)具不配套、教師排斥學(xué)具、教學(xué)呈現(xiàn)低效”的現(xiàn)狀和老師們的要求,我認(rèn)為,小學(xué)數(shù)學(xué)教學(xué)需要進(jìn)一步豐富和開發(fā)小學(xué)數(shù)學(xué)學(xué)具產(chǎn)品,需要重視學(xué)具在使用中的調(diào)控,還需要加強(qiáng)小學(xué)數(shù)學(xué)學(xué)具的科學(xué)管理,并且要克服學(xué)具在使用中可能出現(xiàn)的負(fù)作用,這樣才能切實(shí)提高小學(xué)數(shù)學(xué)學(xué)習(xí)中學(xué)具使用的有效性。
[Abstract]:Mathematics this discipline is different from other disciplines, its logic, abstractness is very strong.The primary school stage is in the transition period from concrete image thinking to abstract logical thinking. Therefore, in the elementary school mathematics teaching, we should use learning tools rationally and effectively, so that hands-on operation can be connected with thinking in the brain.It can not only cultivate students' interest in learning mathematics, but also turn boredom into vividness, abstract into concrete, stimulate students' positive thinking, and effectively improve the efficiency of mathematics teaching.Therefore, the study of effective use of learning is an important aspect in the reform of primary school mathematics classroom teaching.Through a questionnaire survey of 526 students from 10 classes in 6 schools in Xiangtan City and interviews with 17 first-line mathematics teachers, we find that the number and types of learning tools in most primary schools in the city are not complete at present.And the education version of mathematics textbooks have just been revised, supporting learning can not keep up with.The use management of learning tools in most schools is in an unsupervised state. Some teachers give up the use of learning tools because they did not get the matching tools in time. Some teachers think that the relevant learning tools are not practical and do not use them too much in teaching.Some teachers think that multimedia teaching is easier to use than learning tools.Even if learning tools are used in teaching, most teachers regard the operation process of students' learning tools as a means of active classroom atmosphere, which is a mere formality.Learning has a single form of operation and classroom chaos.There is little practical research on guiding students to use learning tools in primary school mathematics teaching. Teachers generally lack systematic thinking on how to use learning tools to study mathematics, which leads to inefficient or even ineffective use of learning tools.The main body position of students can not be given full play, and it is also unfavorable to the construction of students' mathematical knowledge system.Teachers hope that the school can be equipped in time, complete, practical and creative learning materials, but also hope that the higher departments can provide guidance on the relevant learning tools teaching, and provide them with excellent teaching design and guidance suggestions.Based on the fact that primary school mathematics is not matched, teachers reject learning tools, and teaching is inefficient, I believe that primary school mathematics teaching needs to further enrich and develop primary school mathematics learning tools.It is necessary to attach importance to the regulation and control of learning tools in use, to strengthen the scientific management of learning tools in primary schools, and to overcome the possible negative effects of learning tools in the use of learning tools, so as to effectively improve the effectiveness of the use of learning tools in primary school mathematics learning.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

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本文編號(hào)：1689519