發(fā)布時間：2018-10-13 15:43

【摘要】：符號意識是數(shù)學課程標準中的一項重要的教學目標,并和數(shù)與代數(shù)部分內容緊密相連,針對小學數(shù)學符號意識的培養(yǎng)也成為了近些年數(shù)學學習的重點要點,隨著小學數(shù)學教學改革的發(fā)展,圖形等式的教學內容得到了充分的加強。這一部分的教學內容主要涉及到基本圖形的認知及等式的基本思維掌握,同時這一內容也很好的反應了學生的符號意識。由于等式思維需要有較高的邏輯思維能力,也受到學生符號意識發(fā)展的制約,在小學階段特別是一、二年級就開展圖形等式是否合適成為教學研究的重點。本研究的主要內容是我國小學低段特別是一,二年級學生的符號意識的教育現(xiàn)狀。具體地說,本研究主要在討論以下幾個問題:(一)小學一年級生符號意識現(xiàn)狀的調查分析研究的具體問題包括一年級生在符號的感知、符號的提煉、符號的運用這三個方面,對學生的具體表現(xiàn)和所展示的特征進行比較研究。(二)一、二年級學生符號意識的差異分析1.一年級學生圖形等式推算解題策略的調查分析以具體的一道圖形等式推算題為載體,針對一年級學生如何解題進行研究。2.一、二年級學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,分析一二年級學生的解題策略是否存在差異。同時本研究還調查了學生對圖形等式推算問題的情感程度。從而有助于在教學過程中采取更為合適的方式,強化學生對圖形推算問題的興趣,充分提高教學效果。通過調查發(fā)現(xiàn)一年級學生在符號意識方面的學習情況總體還是可以的,但在符號的感知,符號的提煉,符號的運用這三個方面的學習存在不同的情況:(1)學生對于數(shù)學符號的感知總體情況較為理想:學生對運算符號的感知較好,也能夠體會圖形在算式中的替代作用。(2)一年級學生還未完全將符號等同數(shù)參與列式,在日常語言與數(shù)學語言的轉換,還存在一定的困難。(3)一年級學生在文字與符號的語言轉換中存在較大的困難,欠缺將文字語言的關系符號轉化為數(shù)學語言的關系符號的能力。我們還發(fā)現(xiàn)符號意識的強弱與學生年齡與教學還是存在一定關系的。在調查中我們了解到在一,二年級解決圖形推算問題時,兩者的通過率相差無幾,但在選擇解題策略時卻有不同。一年級學生沒有經過系統(tǒng)地學習,符號意識也沒有經過特定地培養(yǎng),他們相較二年級所能采用的策略更多一些,有依靠生活經驗,利用湊數(shù)來獲得結果,也有利用代數(shù)方法計算獲得。而二年級學生通過學校的教學及符號意識的培養(yǎng),相較一年級能夠更加系統(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.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5

【相似文獻】

相關期刊論文 前10條

1 王寬明;;中學數(shù)學符號釋義及其教學[J];韓山師范學院學報;2010年03期

2 賀修平;數(shù)學符號短詩[J];電視大學;1982年03期

3 桂質亮;;論數(shù)學符號系統(tǒng)的特點與功能[J];棗莊師專學報;1990年04期

4 方坤夫;數(shù)學符號與數(shù)學發(fā)展[J];湖州師專學報;1993年05期

5 王傳斌;許鳳嵐;;要重視小學數(shù)學符號的教學[J];中小學教師培訓;1996年02期

6 徐琳;談數(shù)學符號意識的培養(yǎng)[J];承德民族師專學報;1997年02期

7 全奉;;談談初中數(shù)學符號意識的培養(yǎng)[J];課程教育研究;2013年26期

8 徐愛珍;;如何進行初中“數(shù)學符號教學”[J];語數(shù)外學習(初中版下旬);2014年01期

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

10 張厚品;數(shù)學符號的由來[J];中學數(shù)學月刊;2005年06期

相關會議論文 前2條

1 周金才;;數(shù)學符號對數(shù)學發(fā)展的影響[A];全面建設小康社會：中國科技工作者的歷史責任——中國科協(xié)2003年學術年會論文集（下）[C];2003年

2 陳領軍;;Web頁面上數(shù)學符號公式的顯示與編輯的解決[A];Java技術及應用的進展——第八屆中國Java技術及應用交流大會文集[C];2005年

相關重要報紙文章 前3條

1 本報記者 李明德　實習生 宗帥;邢軫 中國創(chuàng)制數(shù)學符號第一人[N];鄭州日報;2009年

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

3 宋志明;巧妙輸入平行四邊形的符號[N];中國電腦教育報;2003年

相關博士學位論文 前2條

1 湯強;7-9年級學生數(shù)學符號語言的理解與表示[D];西南大學;2009年

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

相關碩士學位論文 前10條

1 蔣孝國;上海高中生對數(shù)學符號理解與表示的調查研究[D];華東師范大學;2011年

2 梁建;試論數(shù)學符號對數(shù)學發(fā)展的影響[D];南京師范大學;2005年

3 王碩;數(shù)學符號的歷史作用及現(xiàn)實意義[D];遼寧師范大學;2014年

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

5 曹校生;初中數(shù)學符號語言分類教學與實驗研究[D];廣西師范大學;2007年

6 嚴長宜;關于學生數(shù)學符號語言理解能力的調查與教學對策研究[D];上海師范大學;2012年

7 劉佳;高中生數(shù)學符號感現(xiàn)狀調查研究[D];東北師范大學;2012年

8 孫萌;初中數(shù)學符號語言學習與教學探究[D];山東師范大學;2013年

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

10 張紅靈;高中生學習數(shù)學符號的策略研究[D];陜西師范大學;2014年

，

本文編號：2269142