【作者】 刘芬；

【导师】 崔淼；

【作者基本信息】 宁夏大学 ， 教育（专业学位）， 2014， 硕士

【摘要】 21世纪后,“数学问题解决”已成为全球性数学教育改革的热点。新颁布的《全日制义务教育数学课程标准》实验稿(2012)中也将“问题解决”的增强列为义务阶段数学学习的总目标之中。培养学生具有良好的数学问题解决能力可为学生未来学习打好基础。思维导图是英国著名教育家托尼·巴赞发明的一种将放射性思维具体化的思维工具(1999),他通过可视化的思维框架为数学问题提供良好问题解决空间,可培养数学问题解决能力。本研究基于思维导图的理论与方法,以新人教版《数学》二年级上册第三单元为例,将思维导图融入教学设计并进行教学。选取银川市第21小学二年级两个平行教学班为研究对象,一为实施思维导图教学的实验班,另一为不用思维导图的对照班。在教学活动前后对学生学习方式、学习成绩及问题解决能力进行调查和访谈发现：(1)实验班比对照班的学习方式有显著提高；(2)实验班比对照班数学考试成绩好,有显著差异；(3)实验班比对照班的问题解决能力显著提高。本文的教学设计、教学实践及教学评价结果,可为能对小学生数学问题解决能力的培养提供有益的参考。更多还原

【Abstract】 "Mathematical problem solving" has become a hotspot in global mathematics education reform since21st century. The new draft of the "Mathematics Curriculum Standards of Full Time Compulsory Education"(2012) also listed the enhancement of "problem solving" into the overall goal of the mathematics learning at the stage of compulsory education. Cultivating students with excellent mathematical problem solving ability can lay a necessary foundation for their further studies. Mind mapping is a thought tool that can embody the radiant thinking, which is invited by the famous British educator Tony Buzan(1999), the mind mapping proceeds radiant thinking by offering visual think frame for students, and also cultivats the problem solving ability of the learnersThis study is based on the theory and method of mind mapping, the author takes the second and the third unit of the new version of Mathematics in Grade two Volume one as an example and put the mind map into the teaching design and teaching progress. Research selected twoclass of students of second grade as subjects in No.21primary school in Yinchuan, and one class is experimental groups for the implementation of mind map teaching experimental classes, another is for the comparative classes without the mind map. Before and after mind mapping intervention, the student’ learning style and ability of problem solving were surveyed and interviewedThe results showed that:(1) the students’learning style in experimental class has significantly increased than that of in comparative class;(2) the students’ math test score in experimental class is better than that of comparative class (3)the students in the experimental class has significantly improved than that the students in comparative class in problem solving ability. This studycould be helpful for cultivating the mathematic problem solving ability of students, the teaching design and teaching assessments are useful future relative practice and study.更多还原