小学数学教学问题情境创设的误区与消解
毕业论文关键词：小学数学；课堂教学；问题情境；创设误区；消解对策
The Misunderstanding and Consumers of Creating Problem Situations in Primary Mathematics Teaching
Abstract: The creation of an effective problem situation, can enhance students' interest in learning, so that students have a positive emotional experience, and improve teaching efficiency. From the academic nature of elementary school mathematics with a certain abstraction, students are in the image of the thinking stage of development, creation of problem situations require elementary school teachers in mathematics teaching, so that students in the context of the experience, explore, discover and solve problems. Classroom observation during graduation practice found that the existence of errors elementary school mathematics classroom teaching situation creation of some aspects of the internship school teachers from teaching specific performance objectives, problem situations too to life; from the students' practical, problem situations too formal, study its causes including both their literacy teachers, schools and the higher education administration, this paper starting from teachers' professional development, improve their professionalism from teachers, the school should provide a good learning environment for teachers, education authorities to provide professional development for teachers and other aspects of the opportunity presented to solve the problem of specific countermeasures.
Keywords: Primary Mathematics; classroom teaching; problem situations; creating misunderstanding; Consumers
目 录
摘要 1
Abstract 1
一、小学数学问题情境创设的误区 2
（一）脱离教学目标，问题情境过于生活化 2
（二）脱离学生实际，问题情境过于形式化 4
二、问题情境创设误区的原因 5
（一）教师自身的原因 5
（二）学校及上级教育管理部门的原因 6
三、问题情境创设误区的消解对策 6
（一）教师应提高自身专业素养 6
（二）学校要为教师学习提供良好的环境 7
（三）教育管理部门为教师专业发展提供机会 7
参考文献 8
致谢 9
小学数学教学问题情境创设的误区与消解
情境是人在进行某种活动时所处的社会环境，从认知的角度看，情境可以被看做一种信息载体。数学情境是含有数学知识和数学思想方法的情境，是数学知识产生的背景。[1]创设数学问题情境就是将数学问题融入到特定的背景环境中去。《全日制义务教育教学课程标准》中明确指出“让学生在生动具体的情境中学习数学”。[2]从学科性质出发，数学相较于其他学科具有一定的抽象性。从人的思文发展规律出发，小学生正处于形象思文发展阶段，由于他们缺乏必要的生活经验，所以感受和体验生活的能力不强，这就要求教师在数学教学中能善于创设问题情境，处理好数学学科的抽象性与小学生思文的形象性之间的矛盾，使学生产生释疑的强烈愿望，并能在特定的情境中去发现问题探究解决的办法，最终获取新知。[3]创设有效的问题情境，可以增强学生的学习兴趣，使学生产生积极的情感体验，进而提高教学效率。
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