本文選題：小學(xué) + 數(shù)學(xué)課堂　； 參考：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：小學(xué)數(shù)學(xué)課堂板書設(shè)計(jì)是溝通教育者、學(xué)習(xí)者和教材編寫者的“橋梁”,是課堂教學(xué)的“微型教案”。小學(xué)數(shù)學(xué)課堂板書設(shè)計(jì)能夠影響小學(xué)生的數(shù)學(xué)素養(yǎng)、數(shù)學(xué)思維、數(shù)學(xué)思想的形成;良好的數(shù)學(xué)板書設(shè)計(jì)能夠提高小學(xué)生的學(xué)習(xí)習(xí)慣和審美能力,是不可取代的教學(xué)手段。因此,筆者將小學(xué)數(shù)學(xué)板書設(shè)計(jì)的現(xiàn)狀調(diào)查及對(duì)策研究作為研究主題,希望能夠在教學(xué)設(shè)計(jì)和板書設(shè)計(jì)方面給小學(xué)數(shù)學(xué)教師提供一些合理的、切合實(shí)際的策略及建議。本研究在做了大量的文本準(zhǔn)備和對(duì)核心概念的界定基礎(chǔ)上,設(shè)計(jì)了調(diào)查問卷和課堂觀察表。對(duì)小學(xué)數(shù)學(xué)教師隨機(jī)發(fā)放問卷100份,并對(duì)有效問卷進(jìn)行數(shù)據(jù)處理;深入課堂對(duì)90節(jié)小學(xué)數(shù)學(xué)課堂進(jìn)行觀察,并對(duì)有效觀察進(jìn)行結(jié)果分析。以此收集到教師對(duì)小學(xué)數(shù)學(xué)課堂板書設(shè)計(jì)的現(xiàn)狀以及小學(xué)數(shù)學(xué)板書設(shè)計(jì)中存在的問題的一手資料。本研究分為五部分。第一部分,根據(jù)小學(xué)數(shù)學(xué)課程標(biāo)準(zhǔn)的要求,從理論意義、實(shí)踐意義上闡述進(jìn)行小學(xué)數(shù)學(xué)板書設(shè)計(jì)研究的理論需要和實(shí)踐意義,以及提出本研究的核心概念及研究現(xiàn)狀和研究方法;第二部分,通過對(duì)小學(xué)數(shù)學(xué)教師的問卷調(diào)查和實(shí)際課堂的觀察,對(duì)數(shù)據(jù)進(jìn)行整理與分析,對(duì)小學(xué)數(shù)學(xué)板書設(shè)計(jì)的現(xiàn)狀進(jìn)行分析。第三部分,通過對(duì)現(xiàn)狀的分析,以科學(xué)性、示范性、計(jì)劃性、學(xué)生參與性和創(chuàng)新性等視角提煉出小學(xué)數(shù)學(xué)板書設(shè)計(jì)存在的問題,并對(duì)產(chǎn)生的問題原因進(jìn)行分析。第四部分,對(duì)小學(xué)數(shù)學(xué)板書設(shè)計(jì)存在的問題提出解決策略:提高教師對(duì)小學(xué)數(shù)學(xué)課堂板書設(shè)計(jì)的意識(shí);增強(qiáng)教師對(duì)小學(xué)數(shù)學(xué)板書設(shè)計(jì)的重視程度;加強(qiáng)小學(xué)數(shù)學(xué)課堂板書設(shè)計(jì)的專業(yè)知識(shí)的儲(chǔ)備;豐富小學(xué)教師對(duì)數(shù)學(xué)課堂板書設(shè)計(jì)的實(shí)踐經(jīng)驗(yàn);提高創(chuàng)新能力和改變教師對(duì)小學(xué)數(shù)學(xué)課堂板書設(shè)計(jì)的陳舊觀念等解決策略。第五部分,本研究的結(jié)論,再次說明小學(xué)數(shù)學(xué)板書設(shè)計(jì)的重要性,并希望能夠更加關(guān)注此方面研究。
[Abstract]:The design of primary mathematics classroom blackboard is a bridge for communication educators, learners and textbook writers, and a miniature teaching plan for classroom teaching. The blackboard design of primary school mathematics classroom can influence the pupils' mathematics accomplishment, mathematics thinking and the formation of mathematics thought, and the good design of mathematical blackboard can improve the pupils' learning habit and aesthetic ability, which is an irreplaceable teaching method. Therefore, the author takes the present situation investigation and countermeasure research of the primary school mathematics blackboard design as the research topic, hoping to provide some reasonable and practical strategies and suggestions for the primary school mathematics teachers in the teaching design and blackboard design. On the basis of a lot of text preparation and the definition of the core concepts, the questionnaire and classroom observation table are designed. 100 questionnaires were randomly distributed to primary school mathematics teachers, and the valid questionnaires were processed with data. 90 elementary school mathematics classes were observed in the classroom, and the results of effective observation were analyzed. Based on this, the author collects the teachers' primary information on the present situation of the design of the blackboard in the elementary school mathematics classroom and the problems existing in the design of the elementary school mathematics blackboard. This research is divided into five parts. The first part, according to the elementary school mathematics curriculum standard request, from the theory significance, the practice significance elaboration carries on the elementary school mathematics blackboard design research theory need and the practice significance, And put forward the core concepts, research status and research methods. The second part, through the questionnaire survey of primary school mathematics teachers and the actual classroom observation, collate and analyze the data. This paper analyzes the present situation of mathematical blackboard design in primary school. The third part, through the analysis of the current situation, with the scientific, exemplary, planning, student participation and innovative perspective to extract the primary school mathematical blackboard design problems, and analyze the causes of the problems. In the fourth part, the author puts forward some strategies to solve the problems in the design of primary school mathematics blackboard: raising the teachers' awareness of the blackboard design in primary school mathematics classroom, enhancing teachers' attention to the design of primary school mathematics blackboard; To strengthen the reserve of professional knowledge in primary school mathematics classroom blackboard design, to enrich the practical experience of primary school teachers' blackboard design in mathematics classroom, to improve innovation ability and to change teachers' old ideas of primary school mathematics classroom blackboard design, and so on. The fifth part, the conclusion of this study, again explains the importance of primary school mathematical blackboard design, and hopes to pay more attention to this aspect of research.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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本文編號(hào)：1878358