22753.小學(xué)低年級(jí)計(jì)算教學(xué)現(xiàn)狀調(diào)查與策略研究——以揚(yáng)州三所小學(xué)為例

1、分類號(hào)J111111IIIIIIIIIIIII!l丫3273768學(xué)號(hào)叢Z!量Q】仝Q密’級(jí)一埸川大譬YANGZHOUUNIVERSITY碩士學(xué)位論文(全日制專業(yè)學(xué)位)小學(xué)低年級(jí)計(jì)算教學(xué)現(xiàn)狀調(diào)查與策略研究——以揚(yáng)州三所小學(xué)為例章夢(mèng)指導(dǎo)教師姓名：蔓查割整撞，揚(yáng)劌盤堂：婆蒸揚(yáng)趔，絲三QQ皇：噬盤主鱟直堡筮塑：塞廛墨塞墜：』：鱟，亟薟塹劌：22三QQ里申請(qǐng)學(xué)位級(jí)別：亟：學(xué)科專業(yè)名稱：：』：堂鏊益一一一論文提交日期：2Q!Z生魚旦2Q旦論文答辯

2、‘日期：2Q壘Z生里旦2壘旦學(xué)位授予單位：塹叢盤堂學(xué)位授予日期：至Q!Z主魚旦2Q旦一答辯委員會(huì)主席：型堡2017年06月?lián)P』111大學(xué)碩士學(xué)位論文ABSTRACTThecalculationofnumberisthemostwidelyusedmathematicalknowledgeindailylife，especiallyinprimaryschool，wherecalculationknowledgetakesagreater

3、proportionCalculationteachingcanbemorescientificandeffectiveonthebasisoftrainingthestudents’computerabilitycorrectrecognitionofcalculation’Sroleinmathematicaleducation，andaccuratelyunderstandiknowledgeandskillngtheinnert

4、houghtandmethodofcalculationSotospeak，thebasicofmath，thedevelopmentofobservation，memoryandthought，thecultivationofnonintellectualfactorsincludingstudyhabits，emotionandwillofthestudentsarecloselyconnectedwithmathematicale

5、ducationThemathematicalteachingofthejuniorgradeisthefundamentalpart，justlikethefoundationofahouse，onlywhenthefoundationislaidfirmlythestudentswillsteadilymakeprogressWiththeincreasingpopularizationofadvancedandsimplecalc

6、ulationtools，therequirementsofcalculationskillaregraduallyreducedMathematicsCurriculumStandardforCompulsoryEducationreducesitsdemandforthecalculationskillofstudents，forexample，thespeedofcalculationHowever，calculationteac

7、hingisanimportantstepinthemathematiceducationinprimaryschool，thecalculationabilityofstudentsshouldbeimprovedimmediatelyThecalculationteachinginprimaryschoolisthemostimportantpart，butthecalculationabilityoflowgradestudent

8、sremainstoimproveTheauthorstepsintotheprimaryschoolclassroom，andconductsaquestionnairesurveyoflowgradestudentsandfront—lineteachersTheresultshowsamultitudeofproblemsinthecalculationteachingoflowgradestudentsinprimaryscho

9、ol，suchasstudents’lowinterestofcalculation，teachers’misunderstandingsofteachingphilosophyincalcuIationteaching，students’improperhabitsofcalculationandimperfectsystemofteachingevaluationReasonsaccountingforthissituationar

10、evariousTheauthorgivessomereasonsoftheseproblemsbyanalyzingtheinterviewsandquestionnaires，andcombiningsomeclassroomobservationsandresearchesondocumentliteraturesThereasonsareasfollows：uninterestingteachingcontent；teacher

11、s’lackofunderstandingstudentsandcurriculumstandards；lackofsystematictrainingofstudents’alculationhabits；teachers’andstudents’insufficientunderstandingofthefunctionoftheteachingevaluationInthelast，theauthoralsoputsforward