22755.基于掌握學習理論的小學數(shù)學轉化策略的教學設計研究

1、分類號UDC埸一1大譬YANGZHOUUNIVERSITY學號凹圣!曼Q!壘璺密級——碩士學位論文(全日制專業(yè)學位)基于掌握學習理論的小學數(shù)學轉化策略的教學設計研究莊瑋指導教師姓名：塞』冬盛塾握：塹；!：!j盤堂：亟茭i塑劌：22三QQ竺一李翠L主鱟壹亟塾!至：塹劌主逵；亙：』：堂：22三QQ2————————————————————————‘—————‘———————————————————————一。申請學位級別：論文提交曰期：學位

2、授予單位：碩士學科專業(yè)名稱：：』：堂塾直：20175答辯委員會主席：揚州大學劉佳論文答辯日期：學位授予日期：2017年5月20175242017630Ⅲ6眥6眥7川3㈨7㈨23ⅢY2揚州大學碩士學位論文AbstractEducationisapermanenttopicinacountrywithstrongtalentsEducationshouldstartfrombaby，Primaryschooleducationisanimp

3、ortantstageofeducation，butthebasiceducationofruralschoolsinourcountryarestillatadisadvantage，theirfoundationisweak，theirlearninginterestisnothigh，theirparentsdonotpaymuchattentionto，allthesefactorshavebecomeastumblingblo

4、cktothedevelopmentofstudentsHowtopromotestudentstolearnbetterBloomputforwardthetheoryof”MasteryLearning”，whichaimstoimprovestudents’learningperformancethroughdiagnostictests，studentorientation，regularteaching，feedbackcor

5、rection，summativeevaluationandotheraspectsBloombelievesthataslongasthestudentsofnormalintelligence，aftercertainsufficienttime，allstudentscanachievethelevelofmasterywhichrequiresteacherstofocusonstudents’learningfeedbacka

6、tschoolandafterscboo!，andpaysmuchmoreattentiontofeedbackcorrectionstrategyAftertimelyfeedback，ifthestudentfeedbackisnotideal，theteachershouldtakethefeedbackresultsforthecorrectionstrategyaftercorrectionOilthetest，thetest

7、mayreachalevelofmasteryifthetestisstillnotsatisfying，theteachershouldexpIainthecorrection，andrepeatthecycle，untilthestudentachievestheackalowledgeInthefivegrade，theauthorfindsthatitisdifficultforthestudentstomastertheele

8、mentaryschoolmathematicsconversionstrategy。Onthechancetoknowthetheoryofmasterylearning，Ithinkthatitmayhavemoreeffectsonteaching，ifIputthistheoryOiltheconversionstrategyBeforecanningoutthisteachingresearch，Imadeathoroughs

9、tudyoftheoveralllevelofstudents，andfoundthatthequalityofchildren’Slearninginruralschoolsneededtobeimproved，andthestudentsintheclasshadatre。；dofpolarizationBe：orteaching，Inotonlystudiedthetextbookoftheconversionstrategyca

10、refullybutalsolookedattheprevioustextsforthetransformataonofstrategyteachingbymeansofwhatkindofwaytheyusedanditsteachingeffectsforreferenceThen，Isortedoutthedetailedimplementationofthetheoryoflearning，andthegeneralframew

11、orkofapplyingittotheteachingoftransformationstrategyhasbeenformedinthemindItshoulddoadiagnostictesttostudentsfirst，thetestforstudents’priorknowledgetolearuingthisunithasaspecificorientation，andthenteacher’Sconventlonalte

12、achingintheclassroomteachingshouldpayattentiontotimelyquestions，worksandotherwaystogetstudents’masteryofspecificlearningThentheteachermustputthecorrectionstrategyonstudents’masteryoftheknowledgeFinallyasummaryevaluationo

13、fthemasterylearningtheoryshouldbeappliedincomprehensiveevaluationIntheteachingstudyofmasteringthelearningtheorytothetransformationstrategyofgradefive，wecanseefromtheanalysisofthefinaleffectthatitisstillusefulUnderthisthe