本文選題：5-7年級 + 字母表示數(shù)��； 參考：《東北師范大學》2015年碩士論文

【摘要】：近年來,義務教育階段的教學強調(diào)幫助學生“建立數(shù)感和符號感”,此處的“符號意識”就是字母表示數(shù)。學生對字母表示數(shù)的理解水平的高低決定了學生從算術(shù)學習過渡到代數(shù)學習的快慢,也為將來的代數(shù)學習奠定了基礎,所以要讓學生建立起代數(shù)思維就是要讓學生理解掌握字母表示數(shù)所包含的內(nèi)容。本文著重于研究5—7年級的學生在字母表示數(shù)的學習過程中出現(xiàn)的問題以及外界因素對其的影響。在整個調(diào)查過程中,筆者對5—7年級的410名學生在字母表示數(shù)方面進行了調(diào)查問卷,對6名教師和12名學生進行了訪談,根據(jù)SOLO理解水平劃分,最終得出結(jié)論：現(xiàn)如今大多學生的抽象代數(shù)思維存在很大問題,在字母表示數(shù)方面,5年級學生多處于單一結(jié)構(gòu)水平,6年級學生多處于多元結(jié)構(gòu)水平,而七年級只有少部分能夠達到關聯(lián)結(jié)構(gòu)水平。造成這種局面的因素有很多,筆者通過調(diào)查問卷和訪談總結(jié)出,學生的數(shù)學閱讀能力較弱,并且在兩個學段的銜接方面存在問題。最后筆者就以上兩個方面提出建議。
[Abstract]:In recent years, the teaching of compulsory education emphasizes helping students to "establish sense of number and sense of symbol". The level of students' understanding of alphabetical representation numbers determines the speed of students' transition from arithmetic learning to algebraic learning, and lays the foundation for future algebraic learning. Therefore, to set up algebraic thinking is to make students understand the contents of alphabetical representation. This paper focuses on the problems in the learning process of alphabet representation and the influence of external factors on the students in grades 5-7. In the whole investigation process, the author investigated 410 students in grades 5-7 in terms of alphabetical representation, interviewed 6 teachers and 12 students, and divided them according to the level of SOLO understanding. Finally, it is concluded that there are great problems in abstract algebraic thinking of most students nowadays, and most of the fifth graders are at a single structural level in the alphabetical representation of numbers, and most of the sixth graders are at the multi-structural level. Only a small part of the seventh grade can reach the level of correlation structure. There are many factors that cause this kind of situation. The author concludes by questionnaire and interview that the students' reading ability is weak and there are some problems in the connection of the two learning paragraphs. Finally, the author puts forward some suggestions on the above two aspects.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：1907040