小学生数学思维能力培养的教学模式研究
摘 要
本研究聚焦于小学生数学思维能力培养的教学模式创新，旨在探索符合儿童认知发展规律的有效教学策略。基于建构主义学习理论和多元智能理论，采用行动研究法、课堂观察法和准实验研究法，对某小学三年级至五年级的数学课堂教学进行为期两年的跟踪研究。研究发现，通过创设问题情境、实施分层教学、开展探究式学习等策略，能够显著提升学生的数学思维能力。研究构建了"情境-探究-反思"三位一体的教学模式，该模式强调以真实问题为导向，注重学生自主探究和思维过程的显性化表达。实验结果表明，实验班学生在数学概念理解、问题解决能力和创造性思维等方面均显著优于对照班。本研究的创新点在于将思维可视化工具引入日常教学，开发了适用于不同年级的思维训练活动序列，为小学数学教学提供了可操作的实施路径。
关键词：数学思维能力；教学模式创新；建构主义
Research on the teaching mode of primary school students' mathematical thinking ability cultivation
Abstract
This study focuses on the teaching mode innovation of primary students 'mathematical thinking ability cultivation, and aims to explore effective teaching strategies in line with the law of children's cognitive development. Based on the constructivism learning theory and multiple intelligence theory, the action research method, classroom observation method and quasi-experimental research method are adopted to conduct a two-year tracking study on the mathematics classroom teaching from grade 3 to grade 5. It is found that students' mathematical thinking ability can be significantly improved by creating problem situations, implementing stratified teaching, developing inquiry learning and other strategies. The "situation-inquiry-reflection" three-based teaching mode is constructed, which emphasizes the real problem-oriented and pays attention to the explicit ex pression of students' independent inquiry and thinking process. The experimental results show that the students in the experimental class are significantly better than the control class in terms of mathematical concept understanding, problem-solving ability and creative thinking. The innovation point of this research is to introduce the introduction of thinking visualization tools into daily teaching, and develop the sequence of thinking training activities suitable for different grades, which provides an operational implementation path for primary school mathematics teaching.
Keywords: Mathematical thinking ability; teaching mode innovation; constructivism
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景与意义 1
（二）国内外研究现状 1
（三）研究方法与思路 2
二、小学生数学思维能力的内涵与特征 3
（一）数学思维能力的核心要素 3
（二）小学生数学思维发展特点 4
（三）影响数学思维能力的关键因素 5
三、现行教学模式的问题分析 7
（一）传统教学模式的局限性 7
（二）课堂实践中的主要问题 8
（三）学生思维能力培养的困境 9
四、基于思维能力培养的教学模式构建 11
（一）教学模式的理论基础 11
（二）教学模式的框架设计 12
（三）教学实施策略与方法 13
五、结论与展望 14
参考文献 15
致 谢 16
摘 要
本研究聚焦于小学生数学思维能力培养的教学模式创新，旨在探索符合儿童认知发展规律的有效教学策略。基于建构主义学习理论和多元智能理论，采用行动研究法、课堂观察法和准实验研究法，对某小学三年级至五年级的数学课堂教学进行为期两年的跟踪研究。研究发现，通过创设问题情境、实施分层教学、开展探究式学习等策略，能够显著提升学生的数学思维能力。研究构建了"情境-探究-反思"三位一体的教学模式，该模式强调以真实问题为导向，注重学生自主探究和思维过程的显性化表达。实验结果表明，实验班学生在数学概念理解、问题解决能力和创造性思维等方面均显著优于对照班。本研究的创新点在于将思维可视化工具引入日常教学，开发了适用于不同年级的思维训练活动序列，为小学数学教学提供了可操作的实施路径。
关键词：数学思维能力；教学模式创新；建构主义
Research on the teaching mode of primary school students' mathematical thinking ability cultivation
Abstract
This study focuses on the teaching mode innovation of primary students 'mathematical thinking ability cultivation, and aims to explore effective teaching strategies in line with the law of children's cognitive development. Based on the constructivism learning theory and multiple intelligence theory, the action research method, classroom observation method and quasi-experimental research method are adopted to conduct a two-year tracking study on the mathematics classroom teaching from grade 3 to grade 5. It is found that students' mathematical thinking ability can be significantly improved by creating problem situations, implementing stratified teaching, developing inquiry learning and other strategies. The "situation-inquiry-reflection" three-based teaching mode is constructed, which emphasizes the real problem-oriented and pays attention to the explicit ex pression of students' independent inquiry and thinking process. The experimental results show that the students in the experimental class are significantly better than the control class in terms of mathematical concept understanding, problem-solving ability and creative thinking. The innovation point of this research is to introduce the introduction of thinking visualization tools into daily teaching, and develop the sequence of thinking training activities suitable for different grades, which provides an operational implementation path for primary school mathematics teaching.
Keywords: Mathematical thinking ability; teaching mode innovation; constructivism
目 录
摘 要 I
Abstract II
目 录 III
一、绪论 1
（一）研究背景与意义 1
（二）国内外研究现状 1
（三）研究方法与思路 2
二、小学生数学思维能力的内涵与特征 3
（一）数学思维能力的核心要素 3
（二）小学生数学思维发展特点 4
（三）影响数学思维能力的关键因素 5
三、现行教学模式的问题分析 7
（一）传统教学模式的局限性 7
（二）课堂实践中的主要问题 8
（三）学生思维能力培养的困境 9
四、基于思维能力培养的教学模式构建 11
（一）教学模式的理论基础 11
（二）教学模式的框架设计 12
（三）教学实施策略与方法 13
五、结论与展望 14
参考文献 15
致 谢 16
