小學(xué)生空間觀念培養(yǎng)的教學(xué)策略研究——以“圖形的認(rèn)識(shí)”為例.pdf

1、學(xué)校代碼：10270 分類(lèi)號(hào)：G62 學(xué)號(hào)：162502510碩士專(zhuān)業(yè)學(xué)位論文小學(xué)生空間觀念培養(yǎng)的教學(xué)策略研究--以“圖形的認(rèn)識(shí)”為例學(xué) 院： 教 育 學(xué) 院專(zhuān)業(yè)學(xué)位類(lèi)別： 教育碩士專(zhuān) 業(yè) 領(lǐng) 域： 小學(xué)教育研 究 生 姓 名： 王 敏指 導(dǎo) 教 師： 王 維 臣 副 教 授完 成 日 期： 2018 年 3 月Abstract Shanghai Normal University Master of PhilosophyIIAbstr

2、actThe development of students 'mathematical ability can not be separated from the promotion ofspatial concept. The development level of spatial concept directly influences the formation anddevelopment of students

3、9; spatial thinking ability and spatial imagination. Primary school is the initialstage of cultivating students 'spatial concept, which is beneficial to them to further study scientificknowledge. “Graphic recognition

4、“ 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 onlyhelp students to build up their spatial concept and develo

5、p their spatial thinking ability and spatialimagination ability, but also can help students to develop rigorous logical reasoning ability, whichcan pave the way for further learning.Based on the background of the study o

6、f spatial concept and the current situation at home andabroad, this paper finds that at present, the study of “graphic understanding“ in mathematics teachingin China is mainly focused on the junior middle school stage, e

7、ven in elementary mathematicsteaching is also focused on the study of teaching design of a specific teaching content. Through theinvestigation, it is found that there are some problems in graphic cognition teaching at pr

8、esent: 1.The teacher's teaching goal is not clear. 2. Insufficient attention to students in teaching. 3. Lack ofhands-on opportunities for students in teaching. 4. Confused graphics. Through the study andanalysis of

9、the curriculum standard, the basic teaching requirements, teaching methods and designideas of the teaching content of “graphic understanding“ are more clearly defined.Through the interpretation of the subject matter and

10、the analysis of the content of “the graphicunderstanding“ of the teaching material in Shanghai teaching plate, we can grasp the teaching goal,understand the design intention of preparing the teaching material, and streng

11、then the grasp ofteaching content. According to the present teaching situation, we know the problems in the teachingprocess, and put forward some strategies to solve the problems through the analysis of typicalteaching c

12、ases. 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 technologiesto innovate teaching method

13、s; Encouraging hands-on activities by students; 6. To improve the way inwhich education is taught by means of classification and variation; 7. To change traditional teachingand evaluation concepts and attach importance t

14、o the development of students 'spatial concepts.However, the study also found that the concept of space is more difficult to quantify. In theprocess of daily geometric teaching practice, what should be done to truly