【摘要】：伴隨新課程改革的推進,教師教學方式和學生學習方式的轉(zhuǎn)變得到重視。探究式教學作為新課標提倡的教學方式,改變了教師教學方式單一、學生被動接受知識、缺乏獨立思考、動手實踐解決數(shù)學問題的狀況。在小學高年級數(shù)學探究式教學中,不僅能提高學生創(chuàng)新與探究能力,還能提升數(shù)學教師學科專業(yè)素養(yǎng)水平。隨著探究式教學在小學高年級數(shù)學中的運用,許多問題開始顯現(xiàn)。在小學高年級數(shù)學中如何有效開展探究式教學已成為當前亟待解決的問題。本研究運用文獻法、問卷調(diào)查和訪談?wù){(diào)查法,對小學數(shù)學教師、小學高年級(四、五、六年級)學生的探究式教學現(xiàn)狀進行問卷調(diào)查,對多名教師進行了深度訪談,并分析出高年級數(shù)學探究式教學中存在的問題,這些問題主要包括:教師對探究式教學的認識存在誤區(qū);教師在探究式教學的課堂開展不順利、教師對探究式教學評價方式不合理;學生對探究式教學的認識欠缺,如參與度不高、缺少探索氛圍;學生在探究式教學開展中實際表現(xiàn)不佳,如動手能力差,缺少探究精神問題。通過進一步研究發(fā)現(xiàn),小學高年級數(shù)學探究式教學出現(xiàn)這些問題的原因為:教師教學培訓欠缺、對探究式教學重視程度不夠;教師沒有及時的轉(zhuǎn)變觀念、探究內(nèi)容的準備不充分、課堂組織管理力度缺乏、教學評價方式單一;學生自身探究、合作探究學習困難等。針對小學數(shù)學探究式教學中存在的問題,本文提出相應(yīng)的對策:積極開展教師培訓、創(chuàng)造適宜探究學習的校園環(huán)境、加強教師的自我學習,更新教學觀念;合理選擇實際的探究教學內(nèi)容、加強課堂管理、采用靈活多樣的評價方式;學生主動積極參與探究、自主加強探究能力的訓練。
[Abstract]:With the advancement of the new curriculum reform, the transformation of teachers' teaching methods and students' learning styles has been paid more attention. As a teaching method advocated by the new curriculum standard, inquiry teaching has changed the single teaching method of teachers, the passive acceptance of knowledge by students, the lack of independent thinking, and the practice of solving mathematical problems. In the inquiring teaching of mathematics in primary school, it can not only improve the students' ability of innovation and inquiry, but also improve the level of mathematics teachers' professional accomplishment. With the application of inquiry teaching in mathematics in primary school, many problems begin to appear. How to carry out inquiry teaching effectively in mathematics in primary school has become an urgent problem to be solved. In this study, literature, questionnaire and interview were used to investigate the current situation of inquiry teaching among mathematics teachers, senior grade (grade 4, grade 5, grade 6) of primary school, and a number of teachers were interviewed in depth. It also analyzes the problems existing in the inquiry teaching of mathematics in senior grade, which mainly include: the misunderstanding of teachers' understanding of inquiry teaching, the unsmooth development of teachers in the classroom of inquiry teaching, Teachers' evaluation of inquiry teaching is unreasonable, students' understanding of inquiry teaching is not enough, such as low participation and lack of exploration atmosphere, students' actual performance in inquiry teaching is not good, such as poor practical ability. Lack of inquiry into spiritual problems. Through further research, it is found that the causes of these problems are: teachers' lack of teaching training, insufficient attention to inquiry teaching, teachers' failure to change their concepts in time, Insufficient preparation of inquiry content, lack of classroom organization and management, single teaching evaluation method, students' own inquiry, cooperative inquiry learning difficulties and so on. In view of the problems existing in the inquiry teaching of mathematics in primary school, this paper puts forward the corresponding countermeasures: actively carrying out teacher training, creating a campus environment suitable for inquiry learning, strengthening teachers' self-learning and renewing their teaching concepts; Reasonable selection of practical inquiry teaching content, strengthening classroom management, adopting flexible and diverse evaluation methods; students actively participate in inquiry, self-enhancing the training of inquiry ability.
【學位授予單位】：西華師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5

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