摘 要：小学数学问题解决能力是学生数学素养的重要组成部分，直接影响其后续学习与应用能力。本研究基于当前小学数学教学中普遍存在的重知识传授、轻能力培养的问题，以提升小学生问题解决能力为目标，通过文献分析、问卷调查和课堂观察等方法，对影响问题解决能力的关键因素进行深入探讨。研究发现，教师的教学方式、学生的认知特点以及家庭环境等因素共同作用于问题解决能力的形成与发展。本研究创新性地提出了“情境-探究-反思”三阶段教学模式，强调在真实情境中培养学生的问题意识，在自主探究过程中发展思维能力，并通过及时反思促进能力内化。该模式经实践验证能有效提高学生的问题解决能力，为小学数学教学改革提供了新的思路与方法，有助于推动素质教育理念的落实，为同类研究提供了有价值的参考。
关键词：问题解决能力；小学数学教学；认知特点
Abstract：The ability to solve mathematical problems is an essential component of students' mathematical literacy in primary education, directly impacting their subsequent learning and application skills. This study addresses the prevalent issue in current primary mathematics instruction where there is an emphasis on knowledge transmission at the expense of skill development. Aiming to enhance students' problem-solving abilities, this research employs methods such as literature analysis, questionnaire surveys, and classroom observations to thoroughly investigate key factors influencing problem-solving capabilities. The findings indicate that teachers' instructional approaches, students' cognitive characteristics, and family environments collectively influence the formation and development of problem-solving skills. Innovatively, this study proposes a three-stage teaching model of "situation-inquiry-reflection", which emphasizes cultivating students' problem awareness in real-world contexts, developing thinking skills through autonomous inquiry, and promoting internalization of abilities via timely reflection. Practical verification has shown that this model can effectively improve students' problem-solving abilities, providing new perspectives and methods for reforming primary mathematics instruction, thereby facilitating the implementation of quality-oriented education concepts and offering valuable references for similar studies.
引言 1
一、小学数学问题解决能力的内涵 1
(一)问题解决能力的概念界定 1
(二)数学问题解决的心理过程 2
(三)小学阶段的特点分析 2
二、培养策略的理论基础 3
(一)认知发展理论的应用 3
(二)构建主义学习理论 3
(三)多元智能理论视角 4
三、教学方法与实践探索 5
(一)情境教学法的设计 5
(二)合作学习模式构建 5
(三)探究式学习的实施 6
四、评价体系与反馈机制 6
(一)形成性评价的建立 6
(二)终结性评价的标准 7
(三)反馈机制的有效性 7
结论 8
参考文献 9
致谢 9
关键词：问题解决能力；小学数学教学；认知特点
Abstract：The ability to solve mathematical problems is an essential component of students' mathematical literacy in primary education, directly impacting their subsequent learning and application skills. This study addresses the prevalent issue in current primary mathematics instruction where there is an emphasis on knowledge transmission at the expense of skill development. Aiming to enhance students' problem-solving abilities, this research employs methods such as literature analysis, questionnaire surveys, and classroom observations to thoroughly investigate key factors influencing problem-solving capabilities. The findings indicate that teachers' instructional approaches, students' cognitive characteristics, and family environments collectively influence the formation and development of problem-solving skills. Innovatively, this study proposes a three-stage teaching model of "situation-inquiry-reflection", which emphasizes cultivating students' problem awareness in real-world contexts, developing thinking skills through autonomous inquiry, and promoting internalization of abilities via timely reflection. Practical verification has shown that this model can effectively improve students' problem-solving abilities, providing new perspectives and methods for reforming primary mathematics instruction, thereby facilitating the implementation of quality-oriented education concepts and offering valuable references for similar studies.
Keywords: Problem Solving Ability；Primary School Mathematics；Cognitive Characteristics
引言 1
一、小学数学问题解决能力的内涵 1
(一)问题解决能力的概念界定 1
(二)数学问题解决的心理过程 2
(三)小学阶段的特点分析 2
二、培养策略的理论基础 3
(一)认知发展理论的应用 3
(二)构建主义学习理论 3
(三)多元智能理论视角 4
三、教学方法与实践探索 5
(一)情境教学法的设计 5
(二)合作学习模式构建 5
(三)探究式学习的实施 6
四、评价体系与反馈机制 6
(一)形成性评价的建立 6
(二)终结性评价的标准 7
(三)反馈机制的有效性 7
结论 8
参考文献 9
致谢 9
