認知風格對小學中高年級學生應用題解決能力的影響
發(fā)布時間：2019-04-22 10:36
【摘要】：《數(shù)學課程標準》提出數(shù)學活動要重視培養(yǎng)學生發(fā)現(xiàn)問題、提出問題、分析問題和解決問題的能力。學生的學習是不斷提出問題和解決問題的過程,提出問題是需要學生具有創(chuàng)造力,而解決問題則是對學生綜合的考察。小學階段的應用題考察了學生分析問題、解決問題的多方面素質(zhì)和能力,學生在考試中解應用題容易考慮不全,出現(xiàn)失分現(xiàn)象。作為一線教師,應該在應用題教學上進行探索。本研究以合肥市和平小學四、五、六年級部分學生為研究對象,通過文獻法、訪談法、觀察法,發(fā)現(xiàn)不同認知風格的學生在應用題解決上取得的成績有所不同,提出基于學生認知風格的教師課堂教學行為策略。本文通過鑲嵌圖形(EFT)來測試學生的認知風格,通過對不同認知風格的學生進行應用題測試,比較不同類型學生的測試成績,從場獨立型和場依存型兩角度對小學中高年級學生應用題的解決能力進行研究,歸納認知風格與應用題解決能力之間的關系和相應的教學建議。研究結論:1.小學中高年級學生認知風格在年級上存在差異,六年級學生比五年級學生更傾向于場獨立型,在性別上認知風格不存在差異。2.不同認知風格的學生在應用題解決能力上存在顯著差異,場依存型學生解決問題的能力弱于場獨立型的學生,且在分析問題上存在很大的差異。3.通過對兩種典型認知風格的學生進行個案研究,場獨立型的學生在此類應用題解決上具有優(yōu)勢,他們更容易抽象出數(shù)學模型,很快找到解決問題的方法。4.教師在教學中應關注認知風格的差異,根據(jù)認知風格的差異,尊重學生個體差異,因材施教,使得每個學生都能得到更好的發(fā)展。5.在教學中尊重學生的認知風格的差異,設計教學內(nèi)容和方法,需要適時改變教學手段。6.結合小學中高年級學生認知風格對應用題解決影響的個案研究,提高小學生解決應用題的能力。7.結合研究在小學低、中年級有針對性的培養(yǎng)學生分析問題的能力。
[Abstract]:Mathematics Curriculum Standard puts forward that students should pay attention to cultivating students' ability to find problems, raise problems, analyze problems and solve problems in mathematics activities. Students' learning is the process of constantly asking and solving problems, which requires students to be creative, and problem-solving is a comprehensive investigation of students. The application problems in primary school examined the students' quality and ability in analyzing problems and solving problems. It was easy for the students to solve the application problems in the examination and the problem was not considered completely and the students' scores were lost. As a front-line teacher, we should explore the teaching of practical problems. This research takes the fourth, fifth and sixth grade students of Hefei Peace Primary School as the research object, through the literature method, the interview method, the observation method, finds that the students of different cognitive styles have different achievements in the application of the problem solving. This paper puts forward the strategies of teachers' classroom teaching behavior based on students' cognitive style. In this paper, students' cognitive styles are tested by embedded graphic (EFT), and students with different cognitive styles are tested with applied questions, and the scores of different types of students are compared. From the angle of field independence and field dependence, this paper studies the problem solving ability of middle and senior grade students in primary school, and sums up the relationship between cognitive style and practical problem solving ability, as well as corresponding teaching suggestions. Research conclusions: 1. The cognitive style of primary school students is different in grade, the sixth grade students tend to be field independent than the fifth grade students, and there is no gender difference in cognitive style. 2. Students with different cognitive styles have significant differences in their ability to solve practical problems. Field-dependent students' ability to solve problems is weaker than that of field-independent students, and there are great differences in the analysis of problems. 3. The problem-solving ability of field-based students is lower than that of field-independent students. Through a case study of two typical cognitive styles of students, field-independent students have an advantage in solving such application problems. They are easier to abstract mathematical models and quickly find solutions to problems. 4. In teaching, teachers should pay attention to the difference of cognitive style, according to the difference of cognitive style, respect the individual difference of students and teach them according to their aptitude, so that each student can get better development. Respecting the difference of students' cognitive style in teaching, designing the teaching contents and methods, we need to change the teaching means at the right time. 6. Combined with the case study of the influence of cognitive style on applied problem solving, the primary school students' ability to solve applied problem is improved. 7. Combine the research to cultivate students' ability to analyze problems in the low and middle grades of primary school.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5
本文編號：2462764
[Abstract]:Mathematics Curriculum Standard puts forward that students should pay attention to cultivating students' ability to find problems, raise problems, analyze problems and solve problems in mathematics activities. Students' learning is the process of constantly asking and solving problems, which requires students to be creative, and problem-solving is a comprehensive investigation of students. The application problems in primary school examined the students' quality and ability in analyzing problems and solving problems. It was easy for the students to solve the application problems in the examination and the problem was not considered completely and the students' scores were lost. As a front-line teacher, we should explore the teaching of practical problems. This research takes the fourth, fifth and sixth grade students of Hefei Peace Primary School as the research object, through the literature method, the interview method, the observation method, finds that the students of different cognitive styles have different achievements in the application of the problem solving. This paper puts forward the strategies of teachers' classroom teaching behavior based on students' cognitive style. In this paper, students' cognitive styles are tested by embedded graphic (EFT), and students with different cognitive styles are tested with applied questions, and the scores of different types of students are compared. From the angle of field independence and field dependence, this paper studies the problem solving ability of middle and senior grade students in primary school, and sums up the relationship between cognitive style and practical problem solving ability, as well as corresponding teaching suggestions. Research conclusions: 1. The cognitive style of primary school students is different in grade, the sixth grade students tend to be field independent than the fifth grade students, and there is no gender difference in cognitive style. 2. Students with different cognitive styles have significant differences in their ability to solve practical problems. Field-dependent students' ability to solve problems is weaker than that of field-independent students, and there are great differences in the analysis of problems. 3. The problem-solving ability of field-based students is lower than that of field-independent students. Through a case study of two typical cognitive styles of students, field-independent students have an advantage in solving such application problems. They are easier to abstract mathematical models and quickly find solutions to problems. 4. In teaching, teachers should pay attention to the difference of cognitive style, according to the difference of cognitive style, respect the individual difference of students and teach them according to their aptitude, so that each student can get better development. Respecting the difference of students' cognitive style in teaching, designing the teaching contents and methods, we need to change the teaching means at the right time. 6. Combined with the case study of the influence of cognitive style on applied problem solving, the primary school students' ability to solve applied problem is improved. 7. Combine the research to cultivate students' ability to analyze problems in the low and middle grades of primary school.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5
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