學生分數概念錯誤及其發(fā)展研究
發(fā)布時間：2019-04-15 21:06
【摘要】：分數在小學數學中占有非常重要的地位,它之所以被認為是小學數學中最復雜的數,主要是因為分數的概念涵蓋了多重意義,所以造成了學生學習分數的困擾。本研究旨在討論并分析出哪些分數概念會阻礙3-6年級學生分數知識的學習,所以依據新課程標準對小學3-6年級分數知識教學目標的要求,將分數概念具體細化為九個子概念,即等分、單位量、分數表征、分數的比較、分數運算、等值分數、分數在直線上的表示、分數與除法的聯結、分數作為比值的意義,對每一個概念進行獨立分析,檢驗學生是否會出現此類的錯誤概念,若出現此類錯誤,再對錯誤進行分析,找出所有的錯誤概念類型,并探討其產生原因。本研究采用問卷調查法、文獻分析法、訪談法、課堂觀察法等方法進行研究,通過使用Excel電子表格進行數據統(tǒng)計分析,得出以下結論:(1)3-6年級學生對于分數概念的每個子概念都會表現出錯誤,并且每個概念的錯誤類型及其成因都是不同的;(2)對于相同的分數概念高年級學生和低年級學生都會表現出錯誤,但錯誤類型卻并不一定相同;(3)不同年級的學生對于分數有關概念的掌握情況是不同的,但總體而言,隨著年級的增長,學生對分數概念的掌握情況是呈上升趨勢的;(4)通過對不同錯誤類型及錯誤率的分析,得出了學生對分數子概念的認知得到了發(fā)展的結論;(5)對于不同的錯誤類型,有些隨著年級的升高是可以消除的,但有些錯誤類型是不能消除的;(6)將同一年級各分數概念的錯誤類型按錯誤率的高低進行排序,得出各分數概念中比例最高的錯誤類型。最后,將本研究的發(fā)現與小學分數知識的教學實際相結合,筆者嘗試從教材和教師兩個方面提出了合理的教學策略,使本研究更加富有實踐意義。
[Abstract]:Score plays a very important role in primary school mathematics. It is considered as the most complex number in primary school mathematics, mainly because the concept of score covers multiple meanings, so the students' learning scores are troubled. The purpose of this study is to discuss and analyze the concept of score which hinders the learning of score knowledge in grade 3 and 6, so according to the requirements of the new curriculum standard to the teaching goal of score knowledge in grade 3 and 6 of primary school, The concept of fraction is specifically subdivided into nine sub-concepts, namely, equipartition, unit quantity, representation of fraction, comparison of fraction, fractional operation, equivalent fraction, representation of fraction in straight line, connection between fraction and division, and the significance of fraction as a ratio. Independent analysis of each concept is carried out to check whether students will have such wrong concepts. If such errors occur, the errors are analyzed, and all types of erroneous concepts are found out, and the causes of such errors are also discussed. In this study, questionnaires, literature analysis, interviews, classroom observation and other methods were used to carry on the research. The data were statistically analyzed by using Excel spreadsheets. The conclusions are as follows: (1) students in grade 6 show errors in every sub-concept of the concept of score, and the types and causes of each concept are different; (2) both senior and lower grade students with the same score concept show errors, but the types of errors are not necessarily the same; (3) students of different grades have different grasp of the concept of score, but generally speaking, with the increase of grade, students' mastery of the concept of score shows an upward trend; (4) through the analysis of different error types and error rates, the author draws a conclusion that the students' cognition of the sub-concept of fractional numbers has been developed. (5) for different types of errors, some of them can be eliminated with the increase of grade, but some of them cannot be eliminated; (6) the error types of every score concept in the same grade are sorted according to the error rate, and the error type with the highest proportion in each grade concept is obtained. Finally, combining the findings of this study with the teaching practice of elementary school score knowledge, the author tries to put forward reasonable teaching strategies from the two aspects of teaching materials and teachers, which makes this study more practical.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5
本文編號：2458495
[Abstract]:Score plays a very important role in primary school mathematics. It is considered as the most complex number in primary school mathematics, mainly because the concept of score covers multiple meanings, so the students' learning scores are troubled. The purpose of this study is to discuss and analyze the concept of score which hinders the learning of score knowledge in grade 3 and 6, so according to the requirements of the new curriculum standard to the teaching goal of score knowledge in grade 3 and 6 of primary school, The concept of fraction is specifically subdivided into nine sub-concepts, namely, equipartition, unit quantity, representation of fraction, comparison of fraction, fractional operation, equivalent fraction, representation of fraction in straight line, connection between fraction and division, and the significance of fraction as a ratio. Independent analysis of each concept is carried out to check whether students will have such wrong concepts. If such errors occur, the errors are analyzed, and all types of erroneous concepts are found out, and the causes of such errors are also discussed. In this study, questionnaires, literature analysis, interviews, classroom observation and other methods were used to carry on the research. The data were statistically analyzed by using Excel spreadsheets. The conclusions are as follows: (1) students in grade 6 show errors in every sub-concept of the concept of score, and the types and causes of each concept are different; (2) both senior and lower grade students with the same score concept show errors, but the types of errors are not necessarily the same; (3) students of different grades have different grasp of the concept of score, but generally speaking, with the increase of grade, students' mastery of the concept of score shows an upward trend; (4) through the analysis of different error types and error rates, the author draws a conclusion that the students' cognition of the sub-concept of fractional numbers has been developed. (5) for different types of errors, some of them can be eliminated with the increase of grade, but some of them cannot be eliminated; (6) the error types of every score concept in the same grade are sorted according to the error rate, and the error type with the highest proportion in each grade concept is obtained. Finally, combining the findings of this study with the teaching practice of elementary school score knowledge, the author tries to put forward reasonable teaching strategies from the two aspects of teaching materials and teachers, which makes this study more practical.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5
【參考文獻】
相關期刊論文 前3條
1 周友士;數學教學中錯誤概念的診斷與矯治[J];教育探索;2004年10期
2 周建秋;;在初中科學教學中轉變學生迷思概念的策略[J];教育探索;2007年04期
3 朱曉燕;;揪·究·糾——初中科學中學生錯誤概念形成的原因及策略探索[J];新課程(中學);2012年02期
，本文編號：2458495
本文鏈接：http://www.sikaile.net/jiaoyulunwen/xiaoxuejiaoyu/2458495.html
