24076.預(yù)初年級學(xué)困生的分?jǐn)?shù)運算補救教學(xué)個案研究

1、I；lif!lJIl!llllriHrilJIJrfhflHY3259736學(xué)校代碼：10270分類號：G42學(xué)號：152505053上冶腳范大季碩士專業(yè)學(xué)位論文預(yù)初年級學(xué)困生的分?jǐn)?shù)運算補救教學(xué)個案研究學(xué)院：專業(yè)學(xué)位類別：專業(yè)領(lǐng)域：研究生姓名：指導(dǎo)教師：完成日期：數(shù)理堂醫(yī)麴直亟堂抖麴室(麴雯2這塞塑墮塹生墊!Z生3旦—A—b—s—t—ra—c—t———————————————————————————————S—h—a—n—g—h—a—i

2、—N—o—r—m—a—l—U—n—i—v—e—rs—i—ty—MasterofEducation—AbstractThefractionaloperationoccupiesanimportantpositioninthestudents’enttreiuniorhighSChoolmathematicslearningFractionaloperation，beingbasicknowledgeandskills。isthecorec

3、ontentofalgebralearninginjuniorhighsch001ManyoperationalruleSneedtobekeptinmemoryandusedskillfully，therefore，theabilitytomasterthemethodofthefractionaloperationwillplayakeyroleinthejuniorhighschoolstagePregradestudentswh

4、oarelackofmathlearningabilitysignificantlylagbehindthoseordinarystudentsofthesamegradeinthelearningoffractionaloDerationThesechildrenwithmathematicslearningdifficultiesrepeatedlymakemistakesincalculatingfractionandtheirl

5、evelofcalculationcannotmeettheneedsofteachingrequirementsTherefore，theycouldhardlykeepupwiththeordinarystudentsThisbiggapwillleadtodifficultiesintheirfuturestudy，anddecreasetheirOWnlearningconfidenceaswell。Inthiscontext，

6、thispaperstudiesthefollowingquestions：Firstly，whatistheproblemsolvingideaintheprocessoffractionaloperation；SecondlywhatarethereasonsforthefrequentoccuwenceoffractionaloperationeITOrinchildrenwithmathematicslearningdiffic

7、ulties；Thirdlyhowtemedythechildren’SfractionaloperationInordertostudytheaboveproblems，thispaperadoptsthefollowingmethods：InstudvoneweusethetestmethodandanalysismethodtostudytheproblemsolvingsteDsofthesimplificationofthef

8、raction，theaddition，subtraction，multiplicationanddivisionandfourmixedoperationsoffractioninthepre—gradeThispapergeneralizesthetypicalerrorsbetween33underachieversand35ordinarystudentsintheprocessofthefractionaloperationp

9、roblemsolvingThequestionnaireandindividuaJinterviewmethodareusedAllthestudentsofgrade6takepartintheauestionnaire，and3studentsand3teachersareinterviewedTheresultrevealsthestatusoflearningthefractionaloperationandthefactor

10、sthatleadtopoorstudentslearningerrorsStudytwoaRemptstocombineMontaguewiththecognitiVCmetacognitionproblemsolvingstrategyappliedtothefractionaloperation，withwhichtemediatethreeunderachieversinteachingprocedureThestudyshow