小学低年级学生数学思维的启蒙策略研究
在当今快速变化的社会中，数学不仅作为一门基础学科，更是培养学生逻辑思维、创新思维及问题解决能力的关键。本文研究界定了数学思维的概念，并探讨了认知发展理论与教育心理学视角下数学思维培养的理论基础。随后，强调了数学思维启蒙在提升学生逻辑思维能力、培养创新思维与批判性思维、增强问题解决能力等方面的重要性。针对小学低年级学生数学思维启蒙面临的教材内容缺乏趣味性、学生个体差异被忽视、家庭与社会环境支持不足以及评价体系单一等问题，本研究提出了丰富教学内容与方法、关注学生个体差异实施差异化教学、加强家庭与社会环境支持、完善评价体系注重过程评价等具体对策。
关键词：小学低年级；数学思维；教材内容；家庭支持
Research on the enlightenment strategy of mathematical thinking for the lower grade students in primary school
Abstract
In today's rapidly changing society, mathematics is not only a fundamental subject, but also the key to cultivating students' logical thinking, innovative thinking, and problem-solving abilities. This article defines the concept of mathematical thinking and explores the theoretical basis for cultivating mathematical thinking from the perspectives of cognitive development theory and educational psychology. Subsequently, the importance of mathematical thinking enlightenment in enhancing students' logical thinking ability, cultivating innovative and critical thinking, and strengthening problem-solving skills was emphasized. In response to the problems faced by elementary school students in their mathematical thinking enlightenment, such as lack of interest in textbook content, neglect of individual differences among students, insufficient support from family and social environment, and a single evaluation system, this study proposes specific measures including enriching teaching content and methods, paying attention to individual differences among students to implement differentiated teaching, strengthening support from family and social environment, and improving the evaluation system to focus on process evaluation.
Keywords: Lower grade of primary school; mathematical thinking; content of teaching materials; family support
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景及意义 1
（二）国内外研究现状 1
二、相关理论概述 3
（一）数学思维概念界定 3
（二）认知发展理论与数学思维启蒙 3
（三）教育心理学视角下的数学思维培养 4
三、数学思维启蒙的重要性 5
（一）提升逻辑思维能力 5
（二）培养创新思维与批判性思维 5
（三）增强问题解决能力 5
四、小学低年级学生数学思维启蒙面临的问题 7
（一）教材内容缺乏趣味性 7
（二）学生个体差异被忽视 7
（三）家庭与社会环境支持不足 8
（四）评价体系单一，忽视过程评价 9
五、小学低年级学生数学思维启蒙的对策 10
（一）丰富教学内容与方法 10
（二）关注学生个体差异，实施差异化教学 11
（三）加强家庭与社会环境的支持 11
（四）完善评价体系，注重过程评价 12
六、结论与展望 14
参考文献 15
致 谢 16
