本文關(guān)鍵詞： 問(wèn)題導(dǎo)向式教學(xué) 教學(xué)策略 小學(xué)數(shù)學(xué) 問(wèn)題情境 信息技術(shù)與數(shù)學(xué)課程整合　出處：《山東師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要（2010-2020）》（以下簡(jiǎn)稱(chēng)《綱要》）倡導(dǎo)創(chuàng)新人才培養(yǎng)模式，提倡啟發(fā)式、討論式、參與式和探究式等多種教學(xué)方式，幫助學(xué)生學(xué)會(huì)學(xué)習(xí)。[1]《全日制義務(wù)教育數(shù)學(xué)課程標(biāo)準(zhǔn)（2011年版）》（以下簡(jiǎn)稱(chēng)《新課標(biāo)》）明確提出了“四基”（基礎(chǔ)知識(shí)、基本技能、基本思想和基本活動(dòng)經(jīng)驗(yàn)）和“四能”（發(fā)現(xiàn)問(wèn)題的能力、提出問(wèn)題的能力、分析問(wèn)題的能力和解決問(wèn)題的能力），旨在改變傳統(tǒng)數(shù)學(xué)教學(xué)方式。[2]《新課標(biāo)》還要求將信息技術(shù)作為數(shù)學(xué)教學(xué)的有力支撐，將信息技術(shù)作為學(xué)生學(xué)習(xí)數(shù)學(xué)和解決問(wèn)題的工具，有效地改進(jìn)教學(xué)方式，使學(xué)生樂(lè)于投入到現(xiàn)實(shí)性、探索性的數(shù)學(xué)活動(dòng)中。[3]然而傳統(tǒng)的數(shù)學(xué)課堂大多仍停留在“粉筆+黑板+練習(xí)冊(cè)”、“聽(tīng)-講-練”的層面，學(xué)生沒(méi)有充足的自主思考時(shí)間和機(jī)會(huì)，問(wèn)題意識(shí)和創(chuàng)新能力難以得到培養(yǎng)和提高�！毒V要》及《新課標(biāo)》要求轉(zhuǎn)變傳統(tǒng)的數(shù)學(xué)課堂教學(xué)方式。而信息技術(shù)支持下的問(wèn)題導(dǎo)向式教學(xué)策略以其特點(diǎn)與優(yōu)勢(shì)，正可以彌補(bǔ)傳統(tǒng)教學(xué)策略和手段的不足，以問(wèn)題為核心，借助信息技術(shù)手段，通過(guò)創(chuàng)設(shè)問(wèn)題情境、學(xué)生自主探索、直觀(guān)性教學(xué)及師生互動(dòng)來(lái)培養(yǎng)學(xué)生的“四能”，，從而達(dá)到《綱要》和《新課標(biāo)》對(duì)小學(xué)數(shù)學(xué)教學(xué)提出的要求。 本研究所采用的研究方法主要包括文獻(xiàn)研究法、教育測(cè)量法、問(wèn)卷調(diào)查法、教育實(shí)驗(yàn)法及統(tǒng)計(jì)分析法。筆者以建構(gòu)主義學(xué)習(xí)理論、情境認(rèn)知理論和問(wèn)題連續(xù)體理論為基礎(chǔ)，在分析了小學(xué)數(shù)學(xué)課程的特點(diǎn)、小學(xué)數(shù)學(xué)教材的內(nèi)容特點(diǎn)、小學(xué)高年級(jí)學(xué)生數(shù)學(xué)學(xué)習(xí)特點(diǎn)之后，依據(jù)課堂教學(xué)三大環(huán)節(jié)制定了相應(yīng)的信息技術(shù)支持下的問(wèn)題導(dǎo)向式教學(xué)策略：1.利用信息技術(shù)呈現(xiàn)多樣化問(wèn)題的策略：信息化情境創(chuàng)設(shè)策略、問(wèn)題導(dǎo)入策略；2.采用多種形式引導(dǎo)學(xué)生解決問(wèn)題的策略：綜合教具演示策略、轉(zhuǎn)化對(duì)比策略、問(wèn)題“試誤”策略；3.基于非良構(gòu)問(wèn)題的評(píng)價(jià)-反思策略：即基于非良構(gòu)問(wèn)題的形成性評(píng)價(jià)-反思策略、基于非良構(gòu)問(wèn)題的總結(jié)性評(píng)價(jià)-反思策略。 本實(shí)驗(yàn)采用單因素非對(duì)等兩組前后測(cè)準(zhǔn)實(shí)驗(yàn)?zāi)Ｊ竭M(jìn)行了教學(xué)實(shí)驗(yàn)，選取山東省德州市武城縣第一中學(xué)小學(xué)部五年級(jí)兩個(gè)基礎(chǔ)水平相當(dāng)?shù)陌嗉?jí)作為實(shí)驗(yàn)班和對(duì)照班，將制定的教學(xué)策略應(yīng)用于實(shí)驗(yàn)班，根據(jù)教學(xué)實(shí)際進(jìn)展情況對(duì)策略進(jìn)行靈活應(yīng)用，對(duì)照班采用常規(guī)教學(xué)策略，教學(xué)結(jié)束后對(duì)兩個(gè)班進(jìn)行后測(cè)，得到實(shí)驗(yàn)班與對(duì)照班學(xué)生的學(xué)業(yè)水平考試成績(jī)與學(xué)習(xí)態(tài)度數(shù)據(jù)，然后對(duì)得到的實(shí)驗(yàn)班的前測(cè)數(shù)據(jù)和對(duì)照班的前測(cè)數(shù)據(jù)進(jìn)行比較，實(shí)驗(yàn)班的后測(cè)數(shù)據(jù)和對(duì)照班的后測(cè)數(shù)據(jù)進(jìn)行比較，同時(shí)將實(shí)驗(yàn)班的前測(cè)數(shù)據(jù)與實(shí)驗(yàn)班的后測(cè)數(shù)據(jù)進(jìn)行比較，得出以下結(jié)論：信息技術(shù)支持下的小學(xué)數(shù)學(xué)問(wèn)題導(dǎo)向式教學(xué)策略能夠顯著提高學(xué)生的學(xué)習(xí)成績(jī)，能夠顯著激發(fā)學(xué)生的學(xué)習(xí)積極性。最后總結(jié)了以下幾條小學(xué)數(shù)學(xué)教學(xué)經(jīng)驗(yàn)：創(chuàng)設(shè)逼真的問(wèn)題情境，有效、靈活地利用信息技術(shù)，將數(shù)學(xué)生活化、實(shí)踐化，以學(xué)生為主體解決問(wèn)題，在良好的師生互動(dòng)中促進(jìn)問(wèn)題的解決。
[Abstract]:"National long-term education reform and development plan (2010-2020)" (hereinafter referred to as the "Outline") to advocate creative talents training mode, promote heuristic, discussion, participation and inquiry and other teaching methods to help students learn how to learn.[1]< full-time compulsory education mathematics curriculum standards (2011 Edition) (hereinafter referred to as the "new" standard >) clearly put forward the "four base" (basic knowledge, basic skills, basic ideas and basic experience) and "four" (the ability to find the problem, put forward the problem of ability, ability to analyze problems and problem-solving skills), aims to change the traditional mathematics teaching mode of new curriculum must be >.[2]< the information technology as a strong support of mathematics teaching, the students learning mathematics and information technology as a tool to solve the problem, effectively improve teaching methods and make students willing to put into reality, explore the mathematical activities of.[3 However the traditional mathematics class are still stuck in the "chalk + blackboard + Workbook", "listen to the instruction and practice level, students do not have enough time and opportunity to think independently, problem consciousness and innovation ability is difficult to obtain the mathematics classroom teaching mode to change the traditional training and improving the new curriculum outline > and <. >. And problem oriented teaching strategy under the support of information technology with its characteristics and advantages, disadvantages it can make up for the traditional teaching methods and means, to the problem as the core, by means of information technology, through the creation of problem situations, students explore, intuitive teaching and interaction between teachers and students to cultivate students'" four abilities ". In order to achieve the" outline of the new curriculum standard > > and < of primary school mathematics teaching requirements.
This paper adopted the research methods including literature research, educational measurement method, questionnaire survey method, experimental education method and statistical analysis. Based on the constructivist learning theory, cognitive theory of the situation and problems of continuum theory based on the analysis of the characteristics of primary school mathematics curriculum content, characteristics of primary school mathematics textbooks, characteristics high grade students in primary school mathematics learning, based on classroom teaching three aspects of the development of the problem-based teaching strategies under the support of information technology: 1. the use of information technology diversified problem strategy: strategies for creating information situation, the problem of importing strategy; 2. using a variety of forms to guide students problem-solving strategies: comprehensive presentation AIDS strategy comparison, transformation strategy, problem of "trial and error" strategy; evaluation of 3. non - well structured problems based on reflection strategy which is based on the formation of non well structured problems Evaluation reflection strategy, summary evaluation based on non good structure problem and reflection strategy.
This experiment uses a single factor non equivalence of two group pretest and posttest quasi experimental model for the teaching experiment, selected class Wucheng County of Shandong province Dezhou city first middle school primary school of the fifth grade two basic level as the control class and the experimental class will develop teaching strategies applied in the experimental class, according to the actual progress of teaching strategies flexible application, control group with conventional teaching strategies for teaching two classes after the post test, get the experimental class and control class students' academic proficiency test scores and learning attitude data, compare the measured data and the experimental class got the test data and the control class, the experimental class in the post test data and the control class after the test data are compared, and the experimental class pretest and post test data of the experimental class and compare the data, draw the following conclusions: under the support of information technology primary school mathematics problems Oriented teaching strategies can improve students' learning achievement, learning enthusiasm can significantly stimulate students. Finally summed up the following primary school mathematics teaching experience: creating a realistic problem situation, effective, flexible use of information technology, the mathematical life, practice, take the student as the main body to solve the problem solving, promote in a good teacher-student interaction.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.5;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王美英;;以問(wèn)題為導(dǎo)向的教學(xué)策略在高職語(yǔ)文教學(xué)中的應(yīng)用[J];北京工業(yè)職業(yè)技術(shù)學(xué)院學(xué)報(bào);2007年01期

2 湯豐林,申繼亮;基于問(wèn)題的學(xué)習(xí)與我國(guó)的教育現(xiàn)實(shí)[J];比較教育研究;2005年01期

3 David H.Jonassen ,鐘志賢,謝榕琴;基于良構(gòu)和劣構(gòu)問(wèn)題求解的教學(xué)設(shè)計(jì)模式(上)[J];電化教育研究;2003年10期

4 鐘志賢;;建構(gòu)主義學(xué)習(xí)理論與教學(xué)設(shè)計(jì)[J];電化教育研究;2006年05期

5 孫名符;李保臻;;信息技術(shù)支持下的數(shù)學(xué)教師專(zhuān)業(yè)發(fā)展策略探討[J];電化教育研究;2009年11期

6 李文莉;;基于問(wèn)題學(xué)習(xí)模式的教學(xué)實(shí)踐及績(jī)效評(píng)價(jià)研究[J];電化教育研究;2010年04期

7 蔡亞萍;;基于真實(shí)情境問(wèn)題解決的教學(xué)設(shè)計(jì)[J];電化教育研究;2011年06期

8 趙樂(lè)華;任毅;;啟發(fā)式教學(xué)方法與建構(gòu)主義學(xué)習(xí)理論[J];中國(guó)地質(zhì)教育;2009年01期

9 陳愛(ài)萍;黃甫全;;問(wèn)題式學(xué)習(xí)的內(nèi)涵、特征與策略[J];教育科學(xué)研究;2008年01期

10 劉儒德;問(wèn)題式學(xué)習(xí):一條集中體現(xiàn)建構(gòu)主義思想的教學(xué)改革思路[J];教育理論與實(shí)踐;2001年05期

本文編號(hào)：1442111