小学数学导学式教学法研究
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摘要
义务教育阶段的数学教育要面向全体学生,实现人人学有价值的数学、人人都能获得必需的数学、不同的人在数学上得到不同的发展的数学学科的课程理念。数学教学活动必须注重学生已有的知识与经验,倡导自主、合作、探究的学习方式,让学生参与数学教学,让课堂充满生命活力,要把数学教学过程作为师生交往、共同发展的互动过程,把学习的主动权交给学生,培养学生学习的主动性、自主性和创造性。然而,教育部基础教育司调查组的调查结果表明,我国义务教育目前的教与学的方式,以被动接受式为主要特征。随着我国基础教育课程改革的进一步深入和发展,人们认识到:单一、被动和陈旧的学习方式,已经成为影响素质教育在课堂中推进的一个障碍。因此,如何适应基础教育课程改革的需求,在教学中充分发挥学生的主体性,激发和调动学生学习的积极性,培养学生自主、探究和合作的学习方式,让学生的学习产生实质性的变化已成为当前学科教学改革的主要任务之一。基于以上的认识和理解,结合我国小学数学教学模式的历史和现状、数学教学模式的发展趋势,本文就如何克服当前小学数学教学中存在的不适应时代教学要求的问题,以及就如何构建与课程改革小学数学新教材基本叙述模式相适应的小学数学课堂教学模式的问题,提出了小学数学导学式教学法。它改变了传统的教学模式、教学方法,它的基本操作程序是:情境导入→引学新知→应用实践→课堂小结。小学数学导学式教学法倡导教服务于学的教学思想,学生是数学学习的主人,教师是数学学习的组织者、引导着与合作者,明晰了教与学的关系,以哲学、教育学、心理学等相关理论为依据,突出导学,以学生为本,培养学生自主探索、合作交流获取知识的能力,师生关系民主、平等、合作,学生积极参与学习活动,对学习产生浓厚兴趣。
小学数学导学式教学法从教学实践中产生,依托于理论,为了使其更好的服务于基础教育课程改革的小学数学教学,本文对小学数学导学式教学法进行了系统地探讨。全文共分六部分。
第一部分:导论,通过文献综述等提出了小学数学导学式教学法。
第二部分:阐述了小学数学导学式教学法的意义,包括小学数学导学式教学法的内涵、特点及价值。
第三部分:深入剖析了小学数学导学式教学法的思想基础。
第四部分:阐述了小学数学导学式教学法的原则。
第五部分:论述了小学数学导学式教学法的实施。
第六部分:小学数学导学式教学法的实践效果。
通过小学数学导学式教学法的实验研究,得到以下几点结论。
1.有利于提高教学质量。
2.学生学习能力提高,促进了创新能力的培养。
3.后进生学习提高幅度大。
4.提高课堂实效,唤起读数学课外书的兴趣。
5.激发学习兴趣,为进一步学习打下基础。
小学数学导学式教学法的创立要使教师的教学思想得以转变,改革陈旧的教学理念,以适应新世纪基础教育课程改革的需要,打好基础教育的基础,使教师的引导作用与学生的自主学习密切配合,通过教师有效的引导,开发学生的智力,激发学生探求新知识的精神,逐步培养学生的自主探索、合作交流能力,促使学生主动地学好数学知识,促进教学质量的大面积提高,服务于学生全面发展。
Mathematics education in the stage of compulsory education must involve all students so that everybody can study valuable mathematics and be able to obtain the essential mathematics, and different individual obtains the different development of curriculum idea in mathematics discipline. Mathematics teaching activity must pay great attention to the students' existing knowledge and experience, and should promote independent, cooperative, and inquisitive ways of study. It is necessary to make the student participate in mathematics teaching so as to make the classroom full of the life energy. We must associate mathematics teaching process as an interactive process in which the mutual development among teachers and students gives the student the initiative of study, raises their initiative, independence and creativity in studies. However, survey team's result from Foundation Education Department of Ministry of Education indicates that passive acceptance is the chief feature of our teaching and learning way in our country's present compulsory education .With the further development of our country's elementary education curriculum reform, people realize that the sole, passive and obsolete studying way has become a barrier that has influence on promoting Quality Education in class. Therefore, it has become one of primary missions in current discipline educational reform how to adapt to the curriculum reform demand in elementary education, how to fully display students' independence in teaching, how to stimulate and arouse students' enthusiasm in study, how to cultivate independent, inquisitive and cooperative study way for students to produce substantive change in students' study. Based on the above understanding and the history and the present situation of mathematics educational model in our country's elementary school, and the trend of mathematics educational model development, as for how to overcome the problem that does not adapt to the request of time teaching in the current elementary school's mathematics teaching ,and for how to construct classroom instruction pattern of the elementary school mathematics that adapts to new teaching material basic narration pattern of the curriculum reform in elementary school mathematics, the paper proposes lead-study teaching methods in elementary school, which changes the traditional educational models and the teaching methods. Its basic operation procedure is: the situation inducts→lead-study of the new knowledge→application practice→classroom subtotal. Leading-study teaching method in elementary school mathematics initiatives the teaching thought that teaching serves for studying and the students are masters in mathematics study while the teachers are organizers ,leaders, collaborators in mathematics study. It clearly defines the relationship between teaching and learning. Based on the related theories such as the philosophy, the pedagogy, the psychology and so on, it takes the students as the book, and trains students' ability of exploring and acquiring knowledge independently through cooperative exchange. The relationship between teachers and students is democratic, equal and cooperative, so the students participate in the learning activity positively and show great interest in study.
Lead-study teaching methods in elementary school mathematics are produced from the teaching practice, and depend on the theory. To make it better serve for elementary school mathematics teaching in the elementary education curriculum reform, this article systematically discusses lead-study teaching methods in the elementary school mathematics .This article falls into 6 parts.
The first part: The Introduction. It proposes lead-study teaching methods about mathematics inelementary school through the literature summary.
The second part: It elaborates the significance of lead-study teaching methods in elementary school mathematics, which includes the definition, the characteristics, and the value of the lead-study teaching methods.
The third part: It analyzes the ideological foundation of lead-study teaching method in elementary school mathematics thoroughly.
The fourth part: It elaborates the principles of lead-study teaching methods in elementary school mathematics.
The fifth part: It elaborates the implementation of lead-study teaching methods in elementary school mathematics.
The sixth part: It elaborates practice effects of lead-study teaching methods in elementaryschool mathematics.
The article obtains the following several conclusions through experimental research of lead-study teaching methods in elementary school mathematics.
1. It is advantageous in improving the quality of teaching.
2. Students' learning capability is enhanced, and innovation ability is promoted.
3. Studies for underachiever are greatly enhanced.
4. It enhances the classroom actual effect, and arouses the interest in reading the extracurricular books about mathematics.
5. It stimulates study interest, and builds the foundation for further study.
Establishment of lead-study teaching methods in elementary school mathematics demands teacher's teaching thought to be transformed and to reform the obsolete teaching ideas so as to meet the needs of the curriculum reform in the new century elementary education and sets great foundation for elementary education .That makes teachers' guidance function coordinate closely with students' independent study. Through the teachers' effective guidance, it develops students' intelligence and stimulates the students' spirit of seeking for the new knowledge , and raises students' ability gradually in independent exploration and cooperative exchange, so as to make students actively study mathematics knowledge well and promote quality of teaching in great scope and serve for all-around development of students.
小学数学导学式教学法从教学实践中产生,依托于理论,为了使其更好的服务于基础教育课程改革的小学数学教学,本文对小学数学导学式教学法进行了系统地探讨。全文共分六部分。
第一部分:导论,通过文献综述等提出了小学数学导学式教学法。
第二部分:阐述了小学数学导学式教学法的意义,包括小学数学导学式教学法的内涵、特点及价值。
第三部分:深入剖析了小学数学导学式教学法的思想基础。
第四部分:阐述了小学数学导学式教学法的原则。
第五部分:论述了小学数学导学式教学法的实施。
第六部分:小学数学导学式教学法的实践效果。
通过小学数学导学式教学法的实验研究,得到以下几点结论。
1.有利于提高教学质量。
2.学生学习能力提高,促进了创新能力的培养。
3.后进生学习提高幅度大。
4.提高课堂实效,唤起读数学课外书的兴趣。
5.激发学习兴趣,为进一步学习打下基础。
小学数学导学式教学法的创立要使教师的教学思想得以转变,改革陈旧的教学理念,以适应新世纪基础教育课程改革的需要,打好基础教育的基础,使教师的引导作用与学生的自主学习密切配合,通过教师有效的引导,开发学生的智力,激发学生探求新知识的精神,逐步培养学生的自主探索、合作交流能力,促使学生主动地学好数学知识,促进教学质量的大面积提高,服务于学生全面发展。
Mathematics education in the stage of compulsory education must involve all students so that everybody can study valuable mathematics and be able to obtain the essential mathematics, and different individual obtains the different development of curriculum idea in mathematics discipline. Mathematics teaching activity must pay great attention to the students' existing knowledge and experience, and should promote independent, cooperative, and inquisitive ways of study. It is necessary to make the student participate in mathematics teaching so as to make the classroom full of the life energy. We must associate mathematics teaching process as an interactive process in which the mutual development among teachers and students gives the student the initiative of study, raises their initiative, independence and creativity in studies. However, survey team's result from Foundation Education Department of Ministry of Education indicates that passive acceptance is the chief feature of our teaching and learning way in our country's present compulsory education .With the further development of our country's elementary education curriculum reform, people realize that the sole, passive and obsolete studying way has become a barrier that has influence on promoting Quality Education in class. Therefore, it has become one of primary missions in current discipline educational reform how to adapt to the curriculum reform demand in elementary education, how to fully display students' independence in teaching, how to stimulate and arouse students' enthusiasm in study, how to cultivate independent, inquisitive and cooperative study way for students to produce substantive change in students' study. Based on the above understanding and the history and the present situation of mathematics educational model in our country's elementary school, and the trend of mathematics educational model development, as for how to overcome the problem that does not adapt to the request of time teaching in the current elementary school's mathematics teaching ,and for how to construct classroom instruction pattern of the elementary school mathematics that adapts to new teaching material basic narration pattern of the curriculum reform in elementary school mathematics, the paper proposes lead-study teaching methods in elementary school, which changes the traditional educational models and the teaching methods. Its basic operation procedure is: the situation inducts→lead-study of the new knowledge→application practice→classroom subtotal. Leading-study teaching method in elementary school mathematics initiatives the teaching thought that teaching serves for studying and the students are masters in mathematics study while the teachers are organizers ,leaders, collaborators in mathematics study. It clearly defines the relationship between teaching and learning. Based on the related theories such as the philosophy, the pedagogy, the psychology and so on, it takes the students as the book, and trains students' ability of exploring and acquiring knowledge independently through cooperative exchange. The relationship between teachers and students is democratic, equal and cooperative, so the students participate in the learning activity positively and show great interest in study.
Lead-study teaching methods in elementary school mathematics are produced from the teaching practice, and depend on the theory. To make it better serve for elementary school mathematics teaching in the elementary education curriculum reform, this article systematically discusses lead-study teaching methods in the elementary school mathematics .This article falls into 6 parts.
The first part: The Introduction. It proposes lead-study teaching methods about mathematics inelementary school through the literature summary.
The second part: It elaborates the significance of lead-study teaching methods in elementary school mathematics, which includes the definition, the characteristics, and the value of the lead-study teaching methods.
The third part: It analyzes the ideological foundation of lead-study teaching method in elementary school mathematics thoroughly.
The fourth part: It elaborates the principles of lead-study teaching methods in elementary school mathematics.
The fifth part: It elaborates the implementation of lead-study teaching methods in elementary school mathematics.
The sixth part: It elaborates practice effects of lead-study teaching methods in elementaryschool mathematics.
The article obtains the following several conclusions through experimental research of lead-study teaching methods in elementary school mathematics.
1. It is advantageous in improving the quality of teaching.
2. Students' learning capability is enhanced, and innovation ability is promoted.
3. Studies for underachiever are greatly enhanced.
4. It enhances the classroom actual effect, and arouses the interest in reading the extracurricular books about mathematics.
5. It stimulates study interest, and builds the foundation for further study.
Establishment of lead-study teaching methods in elementary school mathematics demands teacher's teaching thought to be transformed and to reform the obsolete teaching ideas so as to meet the needs of the curriculum reform in the new century elementary education and sets great foundation for elementary education .That makes teachers' guidance function coordinate closely with students' independent study. Through the teachers' effective guidance, it develops students' intelligence and stimulates the students' spirit of seeking for the new knowledge , and raises students' ability gradually in independent exploration and cooperative exchange, so as to make students actively study mathematics knowledge well and promote quality of teaching in great scope and serve for all-around development of students.
引文
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