“双减”背景下小学数学教学中有效情境创设的行动研究

【作者】 王娜；

【导师】 李春桥；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2024， 硕士

【摘要】 “双减”不是在教学质量上做减法,而是让学习重归校园,向课堂要质量。情境教学的优势和这一背景不谋而合,情境教学的实施让减负和提质并行。数学是小学必学的课程之一,它具有系统性、严密性、抽象性的特点。而小学生年龄小,心智不成熟,正处于活泼好动、贪玩的年纪。在这种情况下,如何提高学生学习数学的兴趣成为数学教师研究的重要内容。随着新课改的不断深入,有效情境的创设被大量引进小学数学教学中去,但多数小学数学教师尚未理解情境教学的价值,尤其是在情境创设和优化方面存在很大困惑。基于此本研究提出“小学数学教学中有效情境创设的行动研究”这一课题,为小学数学教师实施情境教学提供一定参考。本研究主要采用文献分析法、问卷调查法、访谈法、观察法和行动研究法,从小学数学教学中有效情境创设的目标、背景、呈现方式、作用、类型五个维度对Z市K小学的师生展开调查,通过分析调查结果,发现小学数学情境教学中存在以下简单性问题:情境创设目标单一,缺乏数学性、生活性;情境创设背景模糊,缺乏主题情境的创设;情境创设呈现方式简单,忽视动态情境的呈现;情境创设作用不足,弱化了情境创设的中介作用;情境创设类型笼统,缺乏知识之间的连贯性。这些简单性问题存在的原因可以归纳为简单教育:教师受方法的形式主义观念的制约;背景模糊,忽视生活场景和教师创设情境的区分与转换;呈现方式简单,缺乏动态情境和静态情境的对应;教师未深入挖掘情境创设的作用;类型混乱,忽视符号场景和教师创设情境的区分与转换。针对存在的问题本文进行了相应的改造,即对应教育:教师摆脱形式主义制约,实现趣味、数学、生活三位一体目标;创设主题情境,充分实现生活场景和教师创设情境的转换;走向动态情境和静态情境的对应参照,实现情境创设呈现方式的丰富性;深入挖掘情境创设的中介作用,实现直接经验和间接经验的对应;关注情境之间的连贯性,充分实现符号场景和教师创设情境的转换。接着笔者作为行动者将改造策略运用在实际教学中,从实习学校小学低学段、中学段、高学段分别选取一节课在同一年级两个班实施行动研究。每轮行动研究严格按照计划——行动——观察——反思进行。经过三次六轮行动研究后,笔者得出如下结论:开发并利用贯穿课堂全程的主题情境,选择科学合理的情境素材,合作探究类动态情境应给予更多关注,情境连贯性要得到保证,情境实施过程中关注学生主体地位,加强情境实施后的教学反思。更多还原

【Abstract】 "Double reduction" is not a subtraction in teaching quality,but a return of learning to campus and a demand for quality from the classroom.The advantages of situational teaching coincide with this background,and the implementation of situational teaching makes the burden reduction and quality improvement parallel.Mathematics is one of the compulsory courses in primary schools,which is systematic,rigorous and abstract.The primary school students are young and immature,and they are in a lively and playful age.In this case,how to improve students’ interest in learning mathematics has become an important content for mathematics teachers.With the deepening of the new curriculum reform,the creation of effective situations has been introduced into primary school mathematics teaching,but most primary school mathematics teachers have not understood the value of situational teaching,especially in the creation and optimization of situations.Based on this,this study puts forward the subject of"Action Research on Creating Effective Situations in Primary School Mathematics Teaching",which provides some reference for primary school mathematics teachers to implement situational teaching.This study mainly adopts the methods of literature analysis,questionnaire,interview,observation and action research,and investigates the teachers and students of K primary school in Z city from five dimensions:the goal,background,presentation mode,function and type of effective situation creation in primary school mathematics teachin g.By analyzing the survey results,it is found that there are the following simple problems in primary school mathematics situation teaching:the goal of situation creation is single,and it lacks mathematics and life;The background of situation creation is vague,lacking the creation of theme situation;The presentation of situation creation is simple,ignoring the presentation of dynamic situation;The role of situation creation is insufficient,which weakens the intermediary role of situation creation;The types of situation creation are general and lack of coherence between knowledge.The reasons for these simplicity problems can be summarized as simple education:teachers are restricted by the formalism of methods;The background is vague,ignoring the distinction and transformation between life scenes and teacher-created situations;The presentation mode is simple,lacking the correspondence between dynamic situation and static situation;Teachers have not deeply explored the role of situation creation;Type confusion,ignoring the distinction and transformation between symbolic scenes and teacher-created situations.In view of the existing problems,this paper has carried out corresponding transformation,that is,corresponding education:teachers get rid of formalism constraints and realize the goal of three-dimensional integration of interest,mathematics and life;Create theme situations,and fully realize the transformation between life scenes and teacher-created situations;Move towards the corresponding reference of dynamic situation and static situation,and realize the richness of situation creation presentation;Deeply explore the intermediary role of situation creation to realize the correspondence between direct experience and indirect experience;Pay attention to the coherence between situations and fully realize the transformation between symbolic scenes and teacher-created situations.Then,as an actor,the author applies the transformation strategy to the actual teaching,and selects a class from the lower,middle and high school sections of the practice school to carry out action research in two classes in the same grade.Each round of action research is carried out in strict accordance with the plan-action-observation-reflection.After three times and six rounds of action research,the author draws the following conclusions:develop and utilize the theme situation throughout the classroom,Choose scientific and reasonable situational materials.More attention should be paid to the dynamic situation of cooperative inquiry,The coherence of the situation should be guaranteed,Pay attention to students’ dominant position in the process of situation implementation,Strengthen teaching reflection after situation implementation.更多还原