本文關(guān)鍵詞：重慶市N小學(xué)高段學(xué)生提出數(shù)學(xué)問(wèn)題能力的調(diào)查研究　出處：《重慶師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：2011版數(shù)學(xué)課程標(biāo)準(zhǔn)總目標(biāo)由原來(lái)的“雙能”(分析問(wèn)題和解決問(wèn)題)變更為“四能”(發(fā)現(xiàn)問(wèn)題、提出問(wèn)題、分析問(wèn)題和解決問(wèn)題),明確地將提出問(wèn)題能力納入到總目標(biāo)中,并指出學(xué)生應(yīng)該“初步學(xué)會(huì)從數(shù)學(xué)的角度發(fā)現(xiàn)和提出問(wèn)題”。首先,本研究在整理關(guān)于學(xué)生提出問(wèn)題能力文獻(xiàn)的基礎(chǔ)上,編制了包括小學(xué)數(shù)學(xué)中數(shù)與代數(shù)、圖形與幾何、統(tǒng)計(jì)與概率和綜合與實(shí)踐的四個(gè)情境題。其次,通過(guò)測(cè)驗(yàn)調(diào)查了解重慶市N小學(xué)高段165名學(xué)生提出問(wèn)題的總體能力以及不同年級(jí)、不同性別、不同成績(jī)、不同家庭背景、是否擔(dān)任班干部學(xué)生在提出問(wèn)題的數(shù)量和質(zhì)量上是否存在差異;通過(guò)觀察了解學(xué)生在課堂上提出問(wèn)題的情況以及教師教學(xué)情況了;通過(guò)訪談了解了教師對(duì)于學(xué)生提出問(wèn)題的看法及其現(xiàn)狀。然后,在梳理以上幾種研究方法所得到的結(jié)果基礎(chǔ)上,找出學(xué)生提出問(wèn)題能力現(xiàn)狀中存在的問(wèn)題及原因;最后,針對(duì)原因提出相關(guān)建議。本研究的主要結(jié)論:1.從總體上看,N小學(xué)高段大多數(shù)學(xué)生能夠提出一些簡(jiǎn)單的數(shù)學(xué)問(wèn)題,少數(shù)學(xué)生能提出復(fù)雜的數(shù)學(xué)問(wèn)題,但其質(zhì)量還有待于提高。2.男生與女生在提出問(wèn)題能力上存在非常顯著的統(tǒng)計(jì)學(xué)差異,女生表現(xiàn)優(yōu)于男生;高中低成績(jī)組的學(xué)生在提出數(shù)學(xué)問(wèn)題的總數(shù)、速度、質(zhì)量上都存在非常顯著的統(tǒng)計(jì)學(xué)差異,隨著成績(jī)的上升,提出數(shù)學(xué)問(wèn)題的總數(shù)、速度、質(zhì)量也呈上升趨勢(shì);不同年級(jí)、不同家庭背景、是否為班干部的學(xué)生在提出問(wèn)題能力總體能力上不存在統(tǒng)計(jì)學(xué)差異。3.從4個(gè)情境中看,N小學(xué)高段學(xué)生提出數(shù)學(xué)問(wèn)題的得分在3分以下,根據(jù)“數(shù)與代數(shù)”情境提出問(wèn)題的能力最高,其次是“統(tǒng)計(jì)與概率”情境,根據(jù)情境“圖形與幾何”及“綜合與實(shí)踐”提出問(wèn)題的能力較差。4.通過(guò)課堂觀察可以發(fā)現(xiàn):學(xué)生提出問(wèn)題的機(jī)會(huì)較少,也只有少數(shù)學(xué)生會(huì)主動(dòng)提出問(wèn)題,一旦有機(jī)會(huì),少數(shù)學(xué)生能提出較高質(zhì)量的問(wèn)題;教師的課堂教學(xué)語(yǔ)言不能很好地激發(fā)學(xué)生提出問(wèn)題的動(dòng)機(jī);教師對(duì)于學(xué)生提出問(wèn)題的評(píng)價(jià)方式不夠合理。5.通過(guò)教師訪談可以發(fā)現(xiàn):數(shù)學(xué)教師關(guān)于培養(yǎng)學(xué)生提出問(wèn)題能力的意識(shí)還不夠強(qiáng);只有少數(shù)學(xué)生會(huì)在課堂上提出問(wèn)題;教師對(duì)于學(xué)生提出問(wèn)題的反饋方式有待優(yōu)化;教師的教學(xué)方式和提出問(wèn)題能力的評(píng)價(jià)標(biāo)準(zhǔn)未落實(shí)都對(duì)學(xué)生提出問(wèn)題有所影響;教師給學(xué)生提出問(wèn)題的機(jī)會(huì)不夠。6.根據(jù)結(jié)果分析其原因:學(xué)生發(fā)展的不成熟和差異性;課程資源的單一性;學(xué)校不夠重視提出問(wèn)題能力的培養(yǎng);教師關(guān)于提出問(wèn)題能力培養(yǎng)的意識(shí)和教學(xué)技能的缺失;家長(zhǎng)文化素質(zhì)的影響。7.根據(jù)原因提出了相關(guān)的建議:把握差異,因材施教;聯(lián)系社會(huì)實(shí)際生活,豐富數(shù)學(xué)課程資源;將提出問(wèn)題能力納入課堂教學(xué)評(píng)價(jià)中;增強(qiáng)培養(yǎng)觀念,優(yōu)化培養(yǎng)方法;家長(zhǎng)須加強(qiáng)家庭教育方式的學(xué)習(xí)。
[Abstract]:The overall goal of the 2011 Mathematics Curriculum Standard has changed from the original "double energy" (problem analysis and problem solving) to the "four powers" (problem finding, problem raising, problem analysis and problem solving). Explicitly incorporate the ability to ask questions into the overall goal, and state that students should "initially learn to find and ask questions from a mathematical point of view"... first of all. On the basis of the literature on students' ability to ask questions, this study has compiled four situational problems including number and algebra, graphics and geometry, statistics and probability, synthesis and practice in primary school mathematics. Through the survey, 165 students in Chongqing N primary school were investigated for their overall ability to ask questions, as well as different grades, different gender, different grades and different family backgrounds. Whether there are differences in the quantity and quality of the questions posed by the class cadres and students; Through observation to understand the situation of students in the classroom to ask questions and teachers teaching situation; Through interviews to understand the teachers' views on students' questions and their current situation. Then, on the basis of combing the results of the above several research methods. To find out the existing problems and reasons in the present situation of students' ability to ask questions; The main conclusion of this study is: 1. On the whole, most of the students can put forward some simple mathematical problems, a few students can put forward complex mathematical problems. However, the quality still needs to be improved. 2. There is a very significant statistical difference between male and female students in the ability to ask questions, and the performance of female students is better than that of male students. There are significant statistical differences in the total number, speed and quality of the mathematical problems raised by the students in the high school and low achievement group. With the increase of the scores, the total number, speed and quality of the mathematical problems are also rising; Different grades, different family backgrounds, whether the class cadres in the overall ability to ask questions there is no statistical difference. 3. From the perspective of four situations. The students in N primary school had the highest ability to ask questions according to the situation of "number and algebra", followed by the situation of "statistics and probability". According to the situation "graphics and geometry" and "synthesis and practice", the ability to ask questions is poor. 4. Through classroom observation, we can find that students have fewer opportunities to ask questions, and only a few students will take the initiative to ask questions. Once given the opportunity, a small number of students can ask higher quality questions; Teachers' classroom teaching language can not well stimulate the motivation of students to ask questions; 5. Through the interview with the teachers, we can find that the mathematics teachers are not strong enough to cultivate the students' awareness of the ability to ask questions; Only a few students ask questions in class; Teachers' feedback on students' questions needs to be optimized. The failure of teachers' teaching methods and the evaluation criteria of their ability to ask questions has an impact on the students' asking questions; The teacher gives the student the opportunity to ask the question not enough. 6. According to the result analyzes its reason: the student development is immature and the difference; The singularity of curriculum resources; The school does not pay enough attention to the cultivation of the ability to raise questions; Teachers' awareness of the ability to raise questions and the lack of teaching skills; 7. the influence of parents' cultural quality. According to the reasons, the author puts forward some suggestions: grasp the differences and teach students according to their aptitude; Connecting with the actual life of the society, enriching the mathematics curriculum resources; The ability to ask questions will be included in the classroom teaching evaluation; Strengthen the concept of cultivation, optimize the training method; Parents should strengthen the study of family education.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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