培养小学生数学问题意识的教学策略研究

【作者】 尹海莲；

【导师】 高向斌；

【作者基本信息】 天津师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 我国国家领导人历来重视创新教育,因为各国之间的竞争是民族创新能力的竞争。创新能力的核心是创新思维,而创新思维的起点是问题,动力是问题意识,因此没有问题的思维是肤浅的思维、被动的思维、停滞不前的思维,培养问题意识是培养创新思维的关键。本文研究培养小学生数学问题意识的教学策略。国内外有关问题意识的已有研究,缺乏系统地对问题意识特点、形成机制、有效教学策略等的研究。本研究围绕小学生数学问题意识在数学课堂中的表现展开课堂观察及调查研究,探究小学生数学问题意识的形成机制及特点,进而探究针对培养小学生数学问题意识的有效策略。本文共八章。第一章为引论。概述了本研究的必要性、可能性、目的、内容、意义、思路和方法,并对相关研究进行综述,分析了有关问题意识研究的局限及动向。第二章为本研究的理论基础部分。通过对慎思学习理论、发现学习理论、建构主义学习理论、“最近发展区”理论等的分析,为本研究做好理论铺垫。第三章对数学问题、问题意识、小学生数学问题意识、培养小学生数学问题意识的教学策略等概念做了界定。第四章通过问卷调查研究和访谈研究了解我国小学生数学问题意识的现状,并针对现状存在的问题做出分析,以求得到有针对性的培养小学生数学问题意识的策略,并为小学生数学问题意识的特点和形成机制理论的阐述提供支持的现实依据。第五章、第六章以本研究的调查研究为基础,分析了小学生数学问题意识的特点和形成机制。小学生数学问题意识具有本体特点和学段特点。其中小学数学问题意识的本体特点是外显性和内隐性。小学生数学问题的形成机制包括小学数学问题意识形成的心理机制和形成的条件。第七章根据小学生数学问题意识的特点和形成机制,有针对性的提出了培养小学生数学问题意识的教学策略。针对外显性数学问题意识的培养策略有五条:使小学生明确“提出问题”的意义;根据小学生特点、数学学科特点和数学学习内容创设问题情境;教师启发提问,留给小学生“空白”时间;教给小学生提问的技巧,引导表述问题的规范性;建立数学问题档案袋,成立解题小组。针对内隐性数学问题意识的培养策略有五条:创设和谐民主的课堂气氛;增强数学学习兴趣,维护好奇心,培养怀疑精神;夯实数学基础,建构良好的认知结构;加强发散性思维的训练;辨证运用思维定势。第八章是实施本研究提出的教学策略的原则。更多还原

【Abstract】 Chinese leaders have always attached importance to innovative education because the competition between countries is the competitiveness of the national innovation capacity. Innovation thinking is the core of the innovation ability. Questions are the starting point of innovation thinking and question consciousness is the driving force of innovation thinking. If there is no question, the thinking will be shallow thinking, passive thinking, and stopping thinking. So the question consciousness is the key to cultivate innovative thinking. So far on the question consciousness research results, the specific teaching strategies look like having more meaning in concrete specific disciplines study. Therefore this paper chose to study teaching strategies of cultivating primary students’ mathematics question consciousness.Cultivating primary students’ mathematics question consciousness is necessary and possible because Primary stage of development is the key period of life and mathematics in primary school has its features. The question consciousness research results at home and abroad are lack of system studying question consciousness’ characteristics, formation mechanism, and effective teaching strategies and so on. In this study, the author observed primary students’ question consciousness observation in math classes, and then the author had an investigation. The author explored the question consciousness’ characteristics and formation mechanism based on the investigation, and then the author explored the effective teaching strategies of cultivating primary students’ mathematics question consciousness.This paper has eight chapters. Chapter I is Introduction. This chapter outlines the study’s necessity, possibility, purpose, content, meaning, ideas and methods. This chapter reviews related research and analyzes the limitations and trends of question consciousness research. Chapter II is the theoretical foundation. Carefully consider theory, found study theory, constructivist learning theory, and "nearest development area" theory pave the way and give guidance of to the study. Chapter III has defined the concept of mathematical questions, question consciousness, primary students’ mathematics question consciousness, and teaching strategies of cultivating primary students’ mathematics question consciousness and so on. Chapter IV analyzes the status quo of China’s primary school students’ mathematics question consciousness through survey research and interviews so as to get the teaching strategies of cultivating primary students’ mathematics question consciousness. It also supports the base of reality to expound the characteristics and formation mechanism of primary school students’ mathematics question consciousness. Chapter V and Chapter VI analyze the characteristics and formation mechanism of primary school students’ mathematics question consciousness. Primary students’ mathematics question consciousness has ontology characteristics and study period characteristics. The ontology characteristics include outside dominance and inner recessiveness. The formation mechanism of primary school students’ mathematics question consciousness includes psychological mechanism of formation and the conditions of formation. Chapter VII proposes the teaching strategies of cultivating primary students’ mathematics question consciousness based on the characteristics and formation mechanism of primary school students’ mathematics question consciousness. The teaching strategies of cultivating outside dominance mathematics question consciousness include: Make pupils clearly understand the meaning of "raise questions"; Create question situations according to primary characteristics, characteristics of mathematics and mathematics learning content; Teachers inspire questions and leave pupils "blank" time; Teach pupils the skills of raising questions and guide the normative interpretation; Establish portfolio of mathematical questions and set up the question solving group; The teaching strategies of cultivating inner recessiveness mathematics question consciousness include: Create a harmonious democratic classroom atmosphere; Enhance interest in mathematics learning and maintain curiosity and cultivate the spirit of suspicion; Consolidate mathematical foundation and build good cognitive structure; Strengthen the training of Divergent Thinking; Potential use of the dialectical thinking. Chapter VIII is about the principles to implement the teaching strategies.更多还原