小学生空间观念培养的教学策略研究

【作者】 王敏；

【导师】 王维臣；

【作者基本信息】 上海师范大学 ， 教育硕士（专业学位）， 2018， 硕士

【摘要】 学生数学能力的发展离不开空间观念的提升,空间观念的发展水平直接影响学生空间思维能力、空间想象力的形成、发展。小学是培养学生空间观念形成的初级阶段,培养学生的空间观念有利于他们进一步学习科学知识。“图形的认识”是小学数学教学中的重要组成部分,是我们感知空间的基础,正确的认识图形不仅能够帮助学生建立空间观念,培养学生的空间思维能力和空间想象能力,而且能够帮助学生培养严谨的逻辑推理能力,为后续学习起到铺垫作用。本文通过对空间观念研究背景以及国内外的研究现状,发现在教学研究方面,目前我国对数学教学中“图形的认识”的研究主要集中在初中阶段,即使在小学数学教学中的研究也主要是针对某一具体教学内容的教学设计的研究。通过对教师和学生的访谈以及一线课堂观察的调查发现,现阶段图形的认识教学主要存在这些问题:1.教师教学目标不明确。2.教学中对学生的关注不够。3.教学中学生缺少动手实践的机会。4.易混淆图形的特征。通过对课程标准的研读与分析,更加明确“图形的认识”的基本教学要求、教学方式以及教学内容的设计理念。通过对课标的解读和沪教版教材“图形的认识”内容的分析来把握教学目标,了解教材编写的设计意图,增强对教学内容的把握。针对现阶段的教学现状,了解到教学过程中存在的问题,通过典型教学案例的分析来提出几点改进的策略:1.把握教学目标,研究教材内容,把握知识主线;2.分析学生学习情况,教学中关注学生的发展;3.结合日常生活经验,创设现实情境;4.利用现代教育技术,创新教学方式;5.鼓励学生进行动手操作活动;6.改善教学方式,进行分类和变式教学;7.改变传统教学与评价观念,重视学生空间观念发展的过程。为工作在一线的广大教师提供一些参考。但是,研究中也发现空间观念较难量化,在日常的几何教学实践的过程中,应该怎样做才能真正把握好尺度既有效培养学生空间观念,又能正确评价学生空间观念发展的程度,这是值得接下去深入研究的问题。更多还原

【Abstract】 The development of students ’mathematical ability can not be separated from the promotion of spatial concept.The development level of spatial concept directly influences the formation and development of students’ spatial thinking ability and spatial imagination.Primary school is the initial stage of cultivating students ’spatial concept,which is beneficial to them to further study scientific knowledge."Graphic recognition" is an important part of elementary school mathematics teaching,which is the basis of our perception of space.The correct understanding of graphics can not only help students to build up their spatial concept and develop their spatial thinking ability and spatial imagination ability,but also can help students to develop rigorous logical reasoning ability,which can pave the way for further learning.Based on the background of the study of spatial concept and the current situation at home and abroad,this paper finds that at present,the study of "graphic understanding" in mathematics teaching in China is mainly focused on the junior middle school stage,even in elementary mathematics teaching is also focused on the study of teaching design of a specific teaching content.Through the investigation,it is found that there are some problems in graphic cognition teaching at present: 1.The teacher’s teaching goal is not clear.2.Insufficient attention to students in teaching.3.Lack of hands-on opportunities for students in teaching.4.Confused graphics.Through the study and analysis of the curriculum standard,the basic teaching requirements,teaching methods and design ideas of the teaching content of "graphic understanding" are more clearly defined.Through the interpretation of the subject matter and the analysis of the content of "the graphic understanding" of the teaching material in Shanghai teaching plate,we can grasp the teaching goal,understand the design intention of preparing the teaching material,and strengthen the grasp of teaching content.According to the present teaching situation,we know the problems in the teaching process,and put forward some strategies to solve the problems through the analysis of typical teaching cases.2.Analysis of students ’learning and attention to their development in teaching;3.Creating a reality by combining everyday life experiences;4.Using modern educational technologies to innovate teaching methods;Encouraging hands-on activities by students;6.To improve the way in which education is taught by means of classification and variation;7.To change traditional teaching and evaluation concepts and attach importance to the development of students ’spatial concepts.However,the study also found that the concept of space is more difficult to quantify.In the process of daily geometric teaching practice,what should be done to truly grasp the good scale not only to effectively cultivate students’ spatial concept,but also to correctly evaluate the degree of the development of students’ spatial concept,which is a problem worthy of further study.更多还原