当前小学第二学段学生数学概念辨别困难问题析因及对策研究-学科教学(数学)专业论文.docxVIP

山东师范大学硕士学位论文 万方数据 万方数据 Abstract After entering the second stage of primary school, with the higher abstraction degree of mathematical concepts, part of students have difficulty in discriminating among mathematical concepts while learning. Two problems to be solved have been placed in the teaching of mathematical concepts: what can cause the students who lack the discrimination for mathematical concepts in the second stage of primary school? And what kind of strategy can solve this problem? Thinking and studying on these two problems can not only find our the targeted analysis of causes and the instruction in terms of methodology, but also further enrich the theoretical system of mathematical concept teaching. Guided by the existing theoretical literature of concept teaching, the paper applies the method of modern teaching research in the comparative analysis on the different performance of the sample group of discrimination differences from different aspects, and parts of mathematical concept learning, such as concept representation, concept application and concept network, and analyzes the causes that result in the students who lack the discrimination for mathematical concepts in the second stage of primary school. And based on the factorial study, through classroom lectures and interviews with teachers, this paper also proposes teaching strategy for solving the problem, and forms teaching theory relevant with the discrimination for mathematical concepts. There is a close relationship between lack of the discrimination for mathematical concepts and many dimensions of learners in mathematical concept learning. The non-standard, atypical conceptual archetypes, the insufficient variant discrimination, the lack of mathematical concept images, the lack of ability to describe the mathematical concepts and definitions, the rigidity of concept connection, the ineffective capacity in constructing mathematical concept network, the insufficient conceptual blending ways