《2022年小学数学课题研究总结) .pdf》由会员分享，可在线阅读，更多相关《2022年小学数学课题研究总结) .pdf（4页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、小学数学课题研究总结一、创设良好的问题情境一、紧密联系生活实际，创设问题情境要激发学生良好的学习动机，最好的刺激就是学生要对所学材料的感兴趣。在我的教学中，如何使所创设的问题情境能有效的激发学生的学习动机，是我一直思考的问题。例如教学圆的认识这节课我从历史故事关羽的赤兔马在关羽死后落入了马忠之手，赤兔马非常忠烈，被拴在一根马桩上，终日狂奔，绳子被拉的很直（此时在黑板上画出马桩为一个点，拴马的绳子为一根线，用教具圆规压在画好的那根线上，一端与马桩那个点重合）我这样提问：“同学们，你们猜赤兔马的足迹连起来变成了一个什么图形呢？请用手比一比，说一说。”这样就紧密地联系了生活实际，创设了有效的问题情境
2、，学生对圆有了形象的认识，就能很快地说出圆的定义。二、开展合适的实践性的活动，创设问题情境由于小学生好动，尽量让每个学生参与实物操作，这有助于他们对所学知识印象深刻。有很多的结论我要求学生自己动手在操作中得出，这主要是培养学生主动参与探索从中感受学习的快乐。例如，在教学圆柱侧面积 这一课时，我是这样创设问题情境：“请每一位同学撕一张长方形的纸，你把它卷成一个圆柱，有几种卷法，他们的侧面积相同吗？请同桌两个合作量一量，算一算（测量值都取整数）。”问题一提出，学生们就相互合作进行动手操作实践性活动。通过创设动手实践活动的情景创设，学生的手脑达到有机结合，能很好的培养学生积极的探究精神。三、开设开放
3、性问题，来创设问题情境数学开放性问题，有利于激发学生的好奇心，让学生主动参与问题的研究中，引导学生进行观察、操作、猜测，给学生足够的思维空间，让学生在自主的解决问题的过程中，鼓励学生从不同的角度、不同的层面去思考、分析、解决问题，进行创新学习，从而培养学生的创新能力。许多的数学广角里涉及到问题都是开放性的问题，关键是不可限制学生思维，我们认为简单的方法并不一定是适合一些学生的，尊重学生的个体差异。创设良好的问题情境，在我看来就是从学生的角度展开教学，多点“导”少点“教”，多点“悟”少点“讲”，把数学课堂由单纯的知识课堂变为学生主动从事数学活动的实践场所，为学生提供观察、猜测、验证、交流、解决问
4、题的机会，让学生越来越清楚数学与自己，与生活社会的联系，学生通过亲身体验和实践，从中感受学习的乐趣，增强学习数学的信心，渴望学习，真正成为学习的主人。二、教师问题设计有效性的策略研究“学生已会的”称为第一发展水平，而“在教师引领下学会的”叫第二发展水平。在这两者之间的领域就是学生的“最近发展区”，即我们老师所要教学的。知识的讲授都要从新旧知识的迁移中感受、探究、思考，所以提出有效的问题更弥足珍贵。传统的课堂为一问一答，教师所提问题很碎，答案单一且明确。文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6
5、ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N
6、5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10
7、文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:C
8、M8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1
9、W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 H
10、I3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8
11、H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10教师的引导性问题经常左右学生，把学生的答案往自己预想的答案上引导，学生的思维始终无法进入真正的思考状态。“学起于思，思源于疑”，要根据学生的年龄及心理特点，及知识的教学目标和重难点来设计问题，问题的提出既不能太难，也不能太易，应是学生在没有认真学习和深入思考之前不能回答的，还应是大多数学生经过主观努力后能回答的
12、。要力戒那些“对不对”“是不是”之类的过于简单的提问。在选择学生回答问题时，还应该面向全体，因人而异：难度较大的问题由优等生回答，一般的让中等生回答，较容易的让学习有困难的学生回答，比较专业的问题则让这方面有特长的学生回答。对学生的正确回答或接近正确的回答，要予以肯定并进行表扬，对于不完整或错误的回答，也要从尊重学生的角度出发，找出积极因素，要树立学生的信心，作出正确的评价。对偶尔回答不好的学生，除了充分肯定其可取之处，还要注意在较短时间内再给他一次答问成功的机会。实践证明，这样的提问对培养各层次学生的学习兴趣，尤其对破除中差等生对提问的畏惧心理有很好的效果。三、困惑1、在组织学生活动，经常达
13、不到想要的效果，几个学习有困难的学生，无法真正参与其中，在其他同学侃侃而谈时，思路跟不上那些同学，经常显得很自卑。2、若创设的问题情境比较有趣，有些学生在探讨中重点却不放在老师所涉及的问题中，而去讨论和这个问题情境有关系的其他方面去了。3、一直在立志于让学生提问学生解决，发现这样的情况下，学习好的孩子很积极，提问不断，甚至争辩的很激烈，课的内容也上不完。有一小部分同学却只是凑热闹，这样忽略了一部分学习较弱的孩文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2
14、D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1
15、 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8
16、I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I
17、6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B
18、4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A
19、10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码
20、:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10子，两极分化产生了。文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10
21、文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:C
22、M8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1
23、W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 H
24、I3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8
25、H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6
26、ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10文档编码:CM8N2D1W4M1 HI3U8I8H10I6 ZE1B4N5M5A10