【摘要】：符號(hào)意識(shí)是數(shù)學(xué)課程標(biāo)準(zhǔn)中的一項(xiàng)重要的教學(xué)目標(biāo),并和數(shù)與代數(shù)部分內(nèi)容緊密相連,針對(duì)小學(xué)數(shù)學(xué)符號(hào)意識(shí)的培養(yǎng)也成為了近些年數(shù)學(xué)學(xué)習(xí)的重點(diǎn)要點(diǎn),隨著小學(xué)數(shù)學(xué)教學(xué)改革的發(fā)展,圖形等式的教學(xué)內(nèi)容得到了充分的加強(qiáng)。這一部分的教學(xué)內(nèi)容主要涉及到基本圖形的認(rèn)知及等式的基本思維掌握,同時(shí)這一內(nèi)容也很好的反應(yīng)了學(xué)生的符號(hào)意識(shí)。由于等式思維需要有較高的邏輯思維能力,也受到學(xué)生符號(hào)意識(shí)發(fā)展的制約,在小學(xué)階段特別是一、二年級(jí)就開展圖形等式是否合適成為教學(xué)研究的重點(diǎn)。本研究的主要內(nèi)容是我國小學(xué)低段特別是一,二年級(jí)學(xué)生的符號(hào)意識(shí)的教育現(xiàn)狀。具體地說,本研究主要在討論以下幾個(gè)問題:(一)小學(xué)一年級(jí)生符號(hào)意識(shí)現(xiàn)狀的調(diào)查分析研究的具體問題包括一年級(jí)生在符號(hào)的感知、符號(hào)的提煉、符號(hào)的運(yùn)用這三個(gè)方面,對(duì)學(xué)生的具體表現(xiàn)和所展示的特征進(jìn)行比較研究。(二)一、二年級(jí)學(xué)生符號(hào)意識(shí)的差異分析1.一年級(jí)學(xué)生圖形等式推算解題策略的調(diào)查分析以具體的一道圖形等式推算題為載體,針對(duì)一年級(jí)學(xué)生如何解題進(jìn)行研究。2.一、二年級(jí)學(xué)生圖形等式推算題解題策略差異分析以兩題圖形等式推算題為載體,分析一二年級(jí)學(xué)生的解題策略是否存在差異。同時(shí)本研究還調(diào)查了學(xué)生對(duì)圖形等式推算問題的情感程度。從而有助于在教學(xué)過程中采取更為合適的方式,強(qiáng)化學(xué)生對(duì)圖形推算問題的興趣,充分提高教學(xué)效果。通過調(diào)查發(fā)現(xiàn)一年級(jí)學(xué)生在符號(hào)意識(shí)方面的學(xué)習(xí)情況總體還是可以的,但在符號(hào)的感知,符號(hào)的提煉,符號(hào)的運(yùn)用這三個(gè)方面的學(xué)習(xí)存在不同的情況:(1)學(xué)生對(duì)于數(shù)學(xué)符號(hào)的感知總體情況較為理想:學(xué)生對(duì)運(yùn)算符號(hào)的感知較好,也能夠體會(huì)圖形在算式中的替代作用。(2)一年級(jí)學(xué)生還未完全將符號(hào)等同數(shù)參與列式,在日常語言與數(shù)學(xué)語言的轉(zhuǎn)換,還存在一定的困難。(3)一年級(jí)學(xué)生在文字與符號(hào)的語言轉(zhuǎn)換中存在較大的困難,欠缺將文字語言的關(guān)系符號(hào)轉(zhuǎn)化為數(shù)學(xué)語言的關(guān)系符號(hào)的能力。我們還發(fā)現(xiàn)符號(hào)意識(shí)的強(qiáng)弱與學(xué)生年齡與教學(xué)還是存在一定關(guān)系的。在調(diào)查中我們了解到在一,二年級(jí)解決圖形推算問題時(shí),兩者的通過率相差無幾,但在選擇解題策略時(shí)卻有不同。一年級(jí)學(xué)生沒有經(jīng)過系統(tǒng)地學(xué)習(xí),符號(hào)意識(shí)也沒有經(jīng)過特定地培養(yǎng),他們相較二年級(jí)所能采用的策略更多一些,有依靠生活經(jīng)驗(yàn),利用湊數(shù)來獲得結(jié)果,也有利用代數(shù)方法計(jì)算獲得。而二年級(jí)學(xué)生通過學(xué)校的教學(xué)及符號(hào)意識(shí)的培養(yǎng),相較一年級(jí)能夠更加系統(tǒng)地理解圖形推算問題,更多地采用代數(shù)的方法來解決,策略的選擇上更加的統(tǒng)一。
[Abstract]:Symbol consciousness is an important teaching goal in mathematics curriculum standard, and it is closely related to the content of numbers and algebra. The cultivation of symbol consciousness in primary school mathematics has also become the key point of mathematics study in recent years. With the development of mathematics teaching reform in primary school, the teaching content of graphic equation has been strengthened. The teaching content of this part mainly involves the cognition of basic graphics and the basic thinking of equality, at the same time, this content also well reflects the students' symbolic consciousness. Because equality thinking needs to have higher logical thinking ability and is restricted by the development of students' symbolic consciousness, whether it is appropriate to carry out graphic equality in primary school, especially in the first and second grade, has become the focus of teaching research. The main content of this study is the current situation of symbolic consciousness of the first and second graders in primary schools in China. Specifically, this study mainly discusses the following issues: (1) the investigation and analysis of the status quo of the symbol consciousness of the first grade students in primary school include three aspects: the perception of the symbol, the extraction of the symbol, and the use of the symbol. A comparative study is made on the students' specific performance and characteristics. (2) the difference analysis of sign consciousness of grade one and grade two. The investigation and Analysis of the Strategy of calculating the Graphics equation of Grade one students based on a specific figure equation calculation problem as the carrier, this paper studies how to solve the problems of the first grade students. 2. Analysis on the difference of problem solving Strategies between the second graders and the second graders the difference of solving strategies between the first and the second graders is analyzed by using the calculation of the two problems as the carrier. At the same time, this study also investigated the students' affective degree to the problem of figure equation extrapolation. Therefore, it is helpful to adopt more suitable ways in the teaching process, to strengthen students' interest in the problem of figure calculation and to fully improve the teaching effect. Through the investigation, it is found that the first grade students' learning situation in the aspect of symbol consciousness is generally OK, but in the sense of symbol, the extraction of symbol, There are different situations in the use of symbols in these three aspects: (1) the overall situation of students' perception of mathematical symbols is ideal: the students' perception of operational symbols is better, Can also understand the substitution of graphics in the formula. (2) the first grade students have not fully participated in the number of symbols to participate in the column, in the daily language and mathematical language conversion, There are still some difficulties. (3) the first grade students have great difficulties in the language conversion between characters and symbols, and they lack the ability to convert the relational symbols of the written language into the relational symbols of the mathematical language. We also find that there is a certain relationship between the strength of symbolic consciousness and students' age and teaching. In the investigation, we know that in the first and second grade solving the problem of figure extrapolation, the passing rate of the two is the same, but in the choice of problem-solving strategies, there are differences. The first graders did not learn systematically, nor did they develop a specific sense of sign. They used more strategies than the second graders. They relied on their life experience and used the numbers to get results. It is also obtained by algebraic calculation. The second grade students can understand the problem of figure calculation more systematically than the first grade through the teaching of school and the cultivation of symbol consciousness, and adopt more algebraic methods to solve the problem, and the choice of strategy is more uniform.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王寬明;;中學(xué)數(shù)學(xué)符號(hào)釋義及其教學(xué)[J];韓山師范學(xué)院學(xué)報(bào);2010年03期

2 賀修平;數(shù)學(xué)符號(hào)短詩[J];電視大學(xué);1982年03期

3 桂質(zhì)亮;;論數(shù)學(xué)符號(hào)系統(tǒng)的特點(diǎn)與功能[J];棗莊師專學(xué)報(bào);1990年04期

4 方坤夫;數(shù)學(xué)符號(hào)與數(shù)學(xué)發(fā)展[J];湖州師專學(xué)報(bào);1993年05期

5 王傳斌;許鳳嵐;;要重視小學(xué)數(shù)學(xué)符號(hào)的教學(xué)[J];中小學(xué)教師培訓(xùn);1996年02期

6 徐琳;談數(shù)學(xué)符號(hào)意識(shí)的培養(yǎng)[J];承德民族師專學(xué)報(bào);1997年02期

7 全奉;;談?wù)劤踔袛?shù)學(xué)符號(hào)意識(shí)的培養(yǎng)[J];課程教育研究;2013年26期

8 徐愛珍;;如何進(jìn)行初中“數(shù)學(xué)符號(hào)教學(xué)”[J];語數(shù)外學(xué)習(xí)(初中版下旬);2014年01期

9 周奕生;由數(shù)學(xué)符號(hào)組成的豐富圖形[J];廣東第二課堂;2005年Z1期

10 張厚品;數(shù)學(xué)符號(hào)的由來[J];中學(xué)數(shù)學(xué)月刊;2005年06期

相關(guān)會(huì)議論文 前2條

1 周金才;;數(shù)學(xué)符號(hào)對(duì)數(shù)學(xué)發(fā)展的影響[A];全面建設(shè)小康社會(huì)：中國科技工作者的歷史責(zé)任——中國科協(xié)2003年學(xué)術(shù)年會(huì)論文集（下）[C];2003年

2 陳領(lǐng)軍;;Web頁面上數(shù)學(xué)符號(hào)公式的顯示與編輯的解決[A];Java技術(shù)及應(yīng)用的進(jìn)展——第八屆中國Java技術(shù)及應(yīng)用交流大會(huì)文集[C];2005年

相關(guān)重要報(bào)紙文章 前3條

1 本報(bào)記者 李明德　實(shí)習(xí)生 宗帥;邢軫 中國創(chuàng)制數(shù)學(xué)符號(hào)第一人[N];鄭州日?qǐng)?bào);2009年

2 海安縣城東鎮(zhèn)新生小學(xué) 沈永玲;從“符號(hào)感”到“符號(hào)意識(shí)”[N];江蘇教育報(bào);2011年

3 宋志明;巧妙輸入平行四邊形的符號(hào)[N];中國電腦教育報(bào);2003年

相關(guān)博士學(xué)位論文 前2條

1 湯強(qiáng);7-9年級(jí)學(xué)生數(shù)學(xué)符號(hào)語言的理解與表示[D];西南大學(xué);2009年

2 王成營;數(shù)學(xué)符號(hào)意義及其獲得能力培養(yǎng)的研究[D];華中師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前10條

1 蔣孝國;上海高中生對(duì)數(shù)學(xué)符號(hào)理解與表示的調(diào)查研究[D];華東師范大學(xué);2011年

2 梁建;試論數(shù)學(xué)符號(hào)對(duì)數(shù)學(xué)發(fā)展的影響[D];南京師范大學(xué);2005年

3 王碩;數(shù)學(xué)符號(hào)的歷史作用及現(xiàn)實(shí)意義[D];遼寧師范大學(xué);2014年

4 杜高俊;高中生數(shù)學(xué)符號(hào)語言掌握現(xiàn)狀的調(diào)查研究[D];華中師范大學(xué);2015年

5 曹校生;初中數(shù)學(xué)符號(hào)語言分類教學(xué)與實(shí)驗(yàn)研究[D];廣西師范大學(xué);2007年

6 嚴(yán)長宜;關(guān)于學(xué)生數(shù)學(xué)符號(hào)語言理解能力的調(diào)查與教學(xué)對(duì)策研究[D];上海師范大學(xué);2012年

7 劉佳;高中生數(shù)學(xué)符號(hào)感現(xiàn)狀調(diào)查研究[D];東北師范大學(xué);2012年

8 孫萌;初中數(shù)學(xué)符號(hào)語言學(xué)習(xí)與教學(xué)探究[D];山東師范大學(xué);2013年

9 張雅虹;數(shù)學(xué)符號(hào)語言與高中數(shù)學(xué)教育的研究[D];福建師范大學(xué);2013年

10 張紅靈;高中生學(xué)習(xí)數(shù)學(xué)符號(hào)的策略研究[D];陜西師范大學(xué);2014年

，

本文編號(hào)：2269142