摘    要《义务教育数学课程标准》在“总目标”中提出：学生要“初步学会从数学的角度发现问题和提出问题，综合运用数学知识解决简单的实际问题，增强应用意识，提高实践能力。” 在当前教学实践中，教师也在试图改变教育与生活脱节的现象。但有些教师对生活化教学认识不够，导致小学数学生活化教学中产生了一系列问题。本研究通过文献研究法、文本分析法、观察法，对小学数学课的教学设计和课后作业进行分析，对数学课堂进行观察记录，得出小学数学教学中有关生活化教学方面存在以下的问题：1、生活化教学目标的缺失；2、生活化教学素材的选择失当；3、生活化教学实施失当；4、生活化教学评价的内容和形式单一。根据存在的问题，本研究提出相应的教学策略：1、正确理解生活化教学，准确设立教学目标；2、科学合理选择、加工生活素材；3、合理安排生活化教学实施过程；4、建立完善的生活化评价体系。895555

毕业论文关键词：小学数学；生活化教学；策略

Abstract

“Mathematics Curriculum Standards” (2011 edition) in the  “overall  objective”  put forward: students have to preliminary learn to found the problem and put forward problems from the angle of mathematics, the integrated use of mathematical knowledge to solve simple practical problem, strengthen the consciousness of application and improve the practice ability。  But in the current teaching practice, there is a phenomenon of disconnection between education and life。 This study through the literature research, case analysis of the elementary school mathematics teaching design and the homework is analyzed, through the observation of mathematics classroom observation records, it is concluded that in the elementary school mathematics teaching the life-oriented teaching there exist the following problems: 1, the lack of life teaching goal; 2, life choice of teaching material; 3, life-oriented teaching misconduct; 4, life-oriented teaching evaluation of content and form of the single。 According to the existing problems, this study put forward the corresponding teaching strategies: 1, the correct understanding of life teaching, accurately set teaching goals; 2, scientific and reasonable selection, processing material of life; 3, reasonable arrangement of teaching of life; 4, establish and improve the life of evaluation system。

Keyword: Elementary Math ；Life-Oriented Teaching；Strategies 

目    录

一 绪论 1

（一）选题的背景和缘由 1

1、小学数学生活化教学的重要性 1

2、小学数学生活化教学实践中源Q于W优E尔A论S文R网wwW.yOueRw.com 原文+QQ75201,8766 存在的问题 1

3、个人的研究兴趣 1

（二）国内外已有研究述评 2

1、关于小学数学生活化教学的内涵和意义的研究 2

2、关于小学数学生活化教学的现状研究 3

3、关于小学数学生活化教学的策略研究 4

（三）研究方法 5

1、文献研究法 5

2、文本分析法 5

3、课堂观察法 5

（四）研究的意义 5

1、理论意义 5

2、实践意义