【作者】 龚丽萍；

【导师】 朱德全；

【作者基本信息】 西南师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 伴随科学技术的发展,数学教育的观念、教学内容和教学方法均发生了深刻的变化,“做数学”的特点更加凸显。我国传统数学教学存在着内容单一、脱离学生的生活实际、教学评价重甄别轻发展,尤其忽视培养和提高学生的思维能力及解决问题的能力的问题。基础教育课程改革背景下,注重问题解决和注重数学应用已成为数学教学新的价值取向,而数学应用题正是问题解决和数学应用有机结合的典范。元认知由元认知知识、元认知技能和元认知体验三要素组成,它是思维的核心成分,提高学生思维能力意味着学生元认知水平的提高。鉴于此,本研究试图通过问题欣赏、问题信息检索、问题拓展、问题解决情境引领、问题解决方案、问题解决目标意识强化这六种基于问题与问题解决的应用题教学策略的构建,来提高学生的元认知水平。本研究的结果表明: 1.基于问题与问题解决的应用题教学能有效促进小学五年级学生元认知能力的发展。其中,基于问题与问题解决的应用题教学能有效促进学生元认知知识的发展,能有效促进中上及中等元认知水平学生的元认知技能的发展,能一定程度上促进学生元认知体验的发展,但实验结果只有量的变化而无质的飞跃。 2.基于问题与问题解决的应用题教学能够有效提高小学五年级学生的问题解决能力。 3.在小学五年级数学应用题教学中,教师能够在课堂教学中、在不增加学生学习负担的前提下,实现学生元认知能力与问题解决能力的共同发展的目标。更多还原

【Abstract】 With the development of technology, mathematical notion, teaching contents and methods have already challenged to traditional education and its traits of ’doing mathematics’ is heaved. In view of defects in present mathematical teaching: single teaching contents separating from students’ life and teaching evaluation paying less attention to the development than to the discrimination, especially less attention to cultivating and boosting students’ ideation and the ability of solving problem, problem-solving and applied question become a new valuable tropism, and the example of the combination of both is applied question. Metacognition, made up of knowledge, skills and experience of metacognition, is the core of thinking and development of students’ thinking means progress of metacognition. So based on problem and problem-solving, the research tries to construct the strategies of applied question teaching: problem appreciating, problem information searching, problem opening up, situation—directed problem-solving, problem-solving measures; aim-consolidated problem-solving. The results are as follows:1. Applied question teaching based on problem and Problem-solving can accelerate students’ metacognition of Grade 5th in the Elementary School effectively. It boosts students’ metacognition knowledge, brings benefits to students’ metacognition skill, especially to the highest and the middle. And to some degree, it accelerates students’ metacognition experience and in apparent result shows only更多还原