摘要：数形结合思想是提高学生数形转化能力和迁移能力的有效途径，能变抽象的数学语言为直观的图形、抽象思维转变为形象思维，有助于把握数学问题的本质。为了充分研究数形结合在小学数学教学中的应用情况，通过对相关文献资料的查阅、实习期间的课堂观察和访谈资料的整理，给出了数形结合的定义及其在数学教学中的应用价值，分析了结而不合、自主结合、代数和几何问题的分离、忽略了学生现有的思维水平等现存问题，分析了影响因素，并提出了改进建议，以期为小学数学教师在教学中运用数形结合思想提供一些借鉴。84262
毕业论文关键词：小学数学教学；数形结合；数学语言
Application of Combination of Number and Shape in Primary School Mathematics Teaching
Abstract：The combination of number and shape is an effective way to improvability of transformation between number and shape and migration。 It can change abstract mathematical language to visual figure, abstract thinking to image thinking, and helps to grasp the essence of mathematical problems。 By looking up the relevant literature, observing the class during the internship and sorting out the interview materials during the educational practice, the writer gives the definition of the combination of number and shape and its application in the mathematics teaching in order to completely study the application of the combination of number and shape in the elementary school mathematics teaching。 The article analyzes some questions of separation of together without combination, autonomous combination and geometrical problems, ignoring the existing problems in the students’ current level of thinking and so on。 And the influencing factors are analyzed, and the writer comes up with recommendations for improvement。 Finally, the paper provides some reference in using combination of number and shape thought for primary school mathematics teachers in the mathematics teaching。
Keywords：Primary school mathematics， Combination of number and shape， Language of mathematics
目 录
摘要 1
Abstract 1
一、数形结合的概念及在数学教学中的应用价值 2
（一）数形结合的概念 2
（二）数学教学中的应用价值 3
二、数形结合在小学数学教学应用中存在的问题 4
（一）结而不合的问题 4
（二）自主结合的问题 4
（三）代数和几何问题的分离 5
（四）忽略了学生现有的思维水平 5
三、数形结合在小学数学教学应用中存在问题的原因 6
（一）学生专心在图形而忽略数 6
（二）无法运用正确的图形进行结合 6
（三）无法正确的应用数形结合思想 7
（四）小学生理解能力不完善 7
四、数形结合有效应用于小学数学教学的建议 8
（一）引导学生关注图形与数的结合 8
（二）让学生学会运用数形结合思想解答数学问题 8
（三）加强数形结合的运用 9
（四）采用多媒体教学便于理解数形结合思想 数形结合在小学数学教学中应用:http://www.youerw.com/shuxue/lunwen_99839.html