本文選題：學科知識 + 陳述性知識��； 參考：《山東師范大學》2017年碩士論文

【摘要】：數(shù)學教師的數(shù)學素養(yǎng)對于在數(shù)學學科中全面落實素質(zhì)教育,起到關鍵性作用,作為準小學數(shù)學教師的高職高專師范生就應在校學習期間努力具備扎實的數(shù)學專業(yè)基礎和全面把握數(shù)學學科知識。小學數(shù)學學科中的知識看似簡單,但其中蘊含著豐富的數(shù)學學科知識,其中算理知識的教與學越來越受到教育界的重視。根據(jù)認知教育心理學理論,算理知識屬于陳述性知識,整數(shù)算理知識是以整數(shù)及其運算為主要內(nèi)容的一個邏輯體系,主要包括數(shù)的認識、數(shù)的運算等內(nèi)容。筆者將整數(shù)算理知識分為事實性算理、概念性算理兩大類,事實性算理分為術語知識與具體細節(jié)和要素的知識兩個亞類,概念性算理分為表征圖式知識與原理通則知識兩類,同時將小學數(shù)學相關整數(shù)算理知識進行大略分類匯總整理。對于師范生整數(shù)算理知識的現(xiàn)狀研究分兩部分進行了解。首先編制了問卷調(diào)查師范生對算理知識的了解程度以及師范生在實習見習過程中遇到的問題學生是否意識到與算理知識掌握與否有關。經(jīng)統(tǒng)計分析發(fā)現(xiàn),雖然師范生在實習見習過程中遇到的不少困惑與算理知識相關,但還是有不少學生僅僅歸因為課堂教學實施能力薄弱,還未意識到小學數(shù)學基礎專業(yè)知識是根本。這說明師范生雖然承認算理知識在小學數(shù)學教學中的重要性,但沒有意識到自身正缺乏這類知識儲備,只是把“將不明白”的現(xiàn)象歸因為自己課堂教學實施技能的欠缺。再次設計了整數(shù)算理知識測試卷,從而對學生整數(shù)算理知識的掌握程度進行實證研究。利用spss17.0、excle2010對數(shù)據(jù)進行統(tǒng)計分析發(fā)現(xiàn),師范生在整數(shù)算理知識掌握程度情況不容樂觀,基本都是一知半解的程度,很多基本概念的理解容易產(chǎn)生混淆,并且不能正確解釋運算的原理和依據(jù)。歸其原因其一受應試教育影響,機械式學習方式已成思維定勢。師范生整數(shù)算理知識與高等數(shù)學學科成績之間無統(tǒng)計意義的正相關關系,這說明師范生通過高強度的反復練習或記憶進行學習,即使有些問題沒有搞明白,通過考試前的臨陣磨槍仍能取得較好的成績,但是這樣的機械式學習方式放在算理知識的測試中卻不能奏效,不能保證算理知識的測試取得好成績。其二,對小學數(shù)學算理知識缺乏深入理解,,無法正確剖析計算背后的原理知識。根據(jù)調(diào)查研究及實證分析,確定師范生整數(shù)算理知識的教學策略:其一,注重陳述性知識的有意義學習過程,整理建構算理知識體系;其二,注重知識主動加工活動,結合教材深刻理解算理知識。通過在課堂探討以及課后作業(yè)布置等方式提出相關的思考問題,讓師范生嘗試自主查閱資料學習,通過有意義學習的方式加強對算理基礎理論專業(yè)知識的抽象與形式水平的理解。經(jīng)過一段時間的教法類教學實踐,筆者對于整數(shù)算理知識的教學積累了豐富的教學案例,師范生對算理知識的掌握程度有了較大改善,并且產(chǎn)生濃厚的研究興趣,在技能大賽與論文取得了可喜的成績。
[Abstract]:Mathematics Teachers' mathematical literacy plays a key role in carrying out quality-oriented education in the course of mathematics. As a quasi primary school mathematics teacher, the students of higher vocational colleges should have a solid foundation of mathematics and a comprehensive grasp of the knowledge of mathematics during their study. There is a rich knowledge of mathematics, in which the teaching and learning of rational knowledge are paid more and more attention by the educational circles. According to the theory of cognitive education psychology, the intellectual knowledge belongs to the declarative knowledge, and the integral calculus knowledge is a logical system with the integer and its operation as the main content. It mainly includes the knowledge of the number and the operation of the number. The integers are divided into two categories: factual calculation and conceptual calculation. The factual calculation is divided into two subcategories of terminology knowledge and specific details and elements, and conceptual calculation is divided into two categories, which represent schematic knowledge and principle general principles. At the same time, the mathematics knowledge of primary school mathematics is summarized and collated in a brief classification. There are two parts of the present study on the integral calculus knowledge of normal students. First, we have compiled a questionnaire to investigate the degree of the students' understanding of the rational knowledge and whether the students in the course of the internship probation are aware of whether the students are aware of the mastery of the rational knowledge. Many of the perplexities encountered in the course are related to the knowledge of calculation, but there are still a number of students who are only attributable to the weakness in the implementation of the classroom teaching and the basic knowledge of basic mathematics in primary schools. This shows that the normal students are not aware of the lack of such knowledge, although they acknowledge the importance of mathematical knowledge in primary school mathematics teaching. Reserve, only the phenomenon that "will not understand" is attributable to the lack of the implementation skills of the classroom teaching. Redesigned the integral calculus knowledge test roll, so as to carry out an empirical study on the degree of students' knowledge of integer calculus. Using SPSS17.0 and excle2010 to analyze the data by statistical analysis, it is found that the normal students are in the mastery of integral calculus knowledge. The degree of degree is not optimistic, basically is the degree of half understanding, the understanding of many basic concepts is easy to produce confusion, and can not correctly explain the principle and basis of operation. The positive correlation of meaning means that normal students learn through high intensity repetition or memory. Even if some problems are not understood, they can still get better results through the front grinding guns before the exam, but such a mechanical way of learning can not work in the test of rational knowledge and can not guarantee the rational knowledge. The second, the lack of deep understanding of the knowledge of mathematical mathematics in primary schools, and the inability to correctly analyze the principles behind the calculation. According to the investigation and empirical analysis, the teaching strategies for the integer calculation of normal students are determined: first, the intentional learning process of the declarative knowledge is paid attention to, and the construction of the constructive knowledge system is arranged. In order to improve the understanding of the abstract and formal level of the professional knowledge of the basic theory by means of meaningful learning, the students will try to consult the data learning independently through the classroom discussion and the homework assignment. For some time, the teaching practice of teaching law has accumulated rich teaching cases for the teaching of integral calculus knowledge. The students' master degree of mathematical knowledge has been greatly improved, and a strong interest in research has been produced, and a gratifying achievement has been achieved in the skills competition and paper.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G652;G623.5

【參考文獻】

相關期刊論文 前10條

1 蔣敏杰;;小學數(shù)學計算教學算理的結構分析及教學策略[J];中小學教師培訓;2016年07期

2 施曉亮;;小學數(shù)學計算教學中算理教學的研究[J];中國校外教育;2015年13期

3 王敏麗;;重視算理算法 培養(yǎng)運算能力[J];學周刊;2014年28期

4 楊澤忠;周海銀;;大學數(shù)學專業(yè)高年級學生數(shù)學問題解決緘默知識獲得的調(diào)查研究[J];數(shù)學教育學報;2014年03期

5 鞏子坤;劉萍;;程序性知識教與學研究——以義務教育階段數(shù)學為例[J];課程.教材.教法;2014年04期

6 戚旭燕;;遵循思維特點 實施算理教學[J];教學月刊小學版(數(shù)學);2013年05期

7 徐彥輝;;論數(shù)學計算及其教學[J];數(shù)學教育學報;2011年02期

8 陳建平;;由建構與算理看戴震的《勾股割圜記》[J];自然科學史研究;2011年01期

9 史寧中;;《數(shù)學課程標準》的若干思考[J];數(shù)學通報;2007年05期

10 曲安京;袁敏;唐泉;;中國古代歷法家對“算理”的探究[J];自然科學史研究;2007年01期

相關博士學位論文 前3條

1 孫興華;小學數(shù)學教師學科教學知識建構表現(xiàn)的研究[D];東北師范大學;2015年

2 袁廣鋒;中學體育教師教學知識發(fā)展研究[D];福建師范大學;2006年

3 呂林海;數(shù)學理解性學習與教學研究[D];華東師范大學;2005年

相關碩士學位論文 前4條

1 向玉梅;高中生導數(shù)學習挫折的歸因研究[D];山東師范大學;2016年

2 朱瑞芳;高中生對算理知識的掌握研究[D];新疆師范大學;2015年

3 吳帆;小學雙語數(shù)學教師的算理知識研究[D];新疆師范大學;2014年

4 沈艷平;算法引入方式與數(shù)學觀形成的關系[D];上海師范大學;2010年

，

本文編號：2009894