【摘要】：《義務教育數(shù)學課程標準(2011年版)》指出:“通過義務教育階段的數(shù)學學習,學生能獲得適應社會生活和進一步發(fā)展所必須的數(shù)學的基礎知識、基本技能、基本思想、基本活動經(jīng)驗。”然而,學生的數(shù)學基本思想的形成和基本活動經(jīng)驗的獲得是要在豐富的數(shù)學活動中得到實現(xiàn)的。因此,如何設計出符合小學生數(shù)學學習特點的數(shù)學活動,就成為小學數(shù)學教師的主要任務,也是提高數(shù)學教學有效性的重要環(huán)節(jié)。本研究以活動理論作為理論依據(jù),結合運用文獻研究、課堂觀察、個案分析、教學實踐等多種研究方法,著重探討小學數(shù)學活動的特點,小學數(shù)學活動設計的原則、流程與策略。研究結果表明,活動理論視閾下小學數(shù)學活動具有學生主動建構數(shù)學知識,將操作、思維和語言表達相結合,促進個體和共同體的協(xié)同發(fā)展,力求讓學生獲得積極情感體驗等特點;在設計小學數(shù)學活動時,要遵循整體性、社會性、數(shù)學化等原則;小學數(shù)學活動設計流程包括前期分析(教學目標分析、學習主體和學習需求分析、教學內容分析)、活動方案設計(活動目標編寫、活動內容與過程設計、活動意圖分析、將活動序列組合成課)、活動方案實施與修正三大環(huán)節(jié);設計小學數(shù)學活動時,要注重圍繞學習目標設計任務驅動性的數(shù)學活動,以多種方式激發(fā)學生參與數(shù)學活動的動機,充分調動和利用學生已有的活動經(jīng)驗,整合運用不同形式的教學媒體等活動設計策略。在此基礎上,本研究以小學數(shù)學五年級《三角形的面積》第二課時教學內容為例,選取一個教學設計個案并分析其存在的主要問題,運用本研究所得的結論對該個案進行重新設計,并通過教學實踐和課堂觀察等方式,對所設計的數(shù)學活動方案進行再反思和再修正,以進一步檢驗本研究所得的主要結論。
[Abstract]:The Mathematics Curriculum Standard for compulsory Education (2011 Edition) points out: "through the mathematics study in the compulsory education stage, students can acquire the basic knowledge, basic skills, and basic ideas of mathematics necessary for adapting to social life and further development." Basic activity experience. " However, the formation of students' basic mathematics thought and the acquisition of their basic activity experience should be realized in the rich mathematics activities. Therefore, how to design mathematical activities which accord with the characteristics of primary school students' mathematics learning has become the main task of primary school mathematics teachers and an important link to improve the effectiveness of mathematics teaching. This research takes the activity theory as the theoretical basis, unifies the use literature research, the classroom observation, the case analysis, the teaching practice and so on many kinds of research methods, emphatically discusses the elementary school mathematics activity characteristic, the elementary school mathematics activity design principle, Processes and policies. The results show that primary school mathematics activities have students' initiative to construct mathematical knowledge, combine operation, thinking and language expression, and promote the cooperative development of individual and community. Make every effort to allow students to obtain positive emotional experience and other characteristics; When designing elementary school mathematics activities, we should follow the principles of integrity, sociality and mathematics. The primary school mathematics activity design process includes pre-analysis (teaching objective analysis, learning subject and learning demand analysis, teaching content analysis), activity plan design (activity goal writing, activity content and process design, activity intention analysis), Combine the sequence of activities into a class), the implementation of the programme of activities and revision of the three major links; When designing mathematics activities in primary schools, we should pay attention to designing task-driven mathematics activities around learning goals, stimulate students' motivation to participate in mathematics activities in various ways, and fully mobilize and utilize students' existing activity experience. Integration of the use of different forms of teaching media and other activities design strategies. On the basis of this, this study takes the teaching content of the fifth grade of elementary mathematics "triangle area" as an example, selects a teaching design case and analyzes its main problems. This paper redesigns the case by using the conclusions of this study, and through teaching practice and classroom observation, reconsiders and revises the mathematical activity scheme designed in order to further test the main conclusions of this study.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5

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