小学数学“实践与综合应用”课程实施问题及对策
摘要
著名的数学教育家Stolyar指出：“数学教学是数学思维活动的教学。”活动是形式，数学内容的载体和实现目标的手段。数学实践活动课的设置打破了原书教学知识，轻松直接的经验;结果是轻松的过程;封闭式学习更多，开放式学习更少;机械记忆更多，实际应用较少，等等。新课程标准指出，综合实践活动是由教师指导的。学生的自主学习活动以学生的经验为基础，与学生的生活和社会现实密切相关，体现了知识应用的实践课程。
为了能进一步的了解小学数学综合与实践应用在小学课堂上的情况，笔者深入三年级与六年级的数学课堂，进行观察学生上课的状态、反应情况以及教师的上课方式，对教师进行了面试问题和问卷调查。对调查结果的分析得出以下结论：教学现状被忽略，教学内容被预订，教学目标偏向，教学方法简化，评价方法滞后。
本文分五个部分进行分析和论述。第一部分，研究意义、研究目的、相关概念界定、国内外研究现状、研究的方法。第二部分，教师问卷的调查结果、教师访谈的调查结果。第三部分，小
学数学实践与综合应用课程问题的成因分析，从教师、学生、环境三方面去分析。第四部分，小学数学实践与综合应用课程教学策略。第五部分，结语，对数学综合语实践活动课的展望。
关键词：小学数学；数学实践与综合应用；课程实施问题;成因分析；解决策略
Abstract
Stolyar, a famous math educator, pointed out that "Mathematics teaching is the teaching of mathematical thinking activities". Activities are forms, carriers of mathematical content and means to achieve goals. The setting of mathematics practical activity class breaks the original book teaching knowledge, easy and direct experience; the result is light process; more closed learning, less open learning; more mechanical memory, less practical application, and so on. The new curriculum standard points out that comprehensive practice activities are guided by teachers. Students' self-regulated learning activities are based on students' experience and closely related to students ' life and social reality, reflecting the practical curriculum of knowledge application.
In order to further understand the application of mathematics synthesis and practice in elementary school classroom, the author goes deep into the third and sixth grade mathematics classroom, observes the students' state of class, reaction and teachers' teaching methods, and conducts interviews and questionnaires for teachers. Through the analysis of the survey results, the following conclusions are drawn: the current teaching situation is neglected, the teaching content is booked, the teaching objectives are biased, the teaching methods are simplified, and the evaluation methods are lagging behind.
This paper is divided into five parts for analysis and discussion. The first part, research significance, research purpose, relevant concept definition, domestic and foreign research status, research methods. The second part is the survey results of teacher questionnaire and teacher interview. The third part, the primary school mathematics practice and the synthesis application curriculum question origin analysis, from teacher, the student, the environment three aspects analyzes. The fourth part, the primary school mathematics practice and the synthesis application curriculum teaching strategy. The fifth part, the conclusion, to the mathematics synthesis language practical activity lesson prospect.
摘要    1
    Abstract    2
一、绪论    4
（一）研究意义和目的    4
1.研究意义    5
2.研究目的    5
（二）研究综述    6
1.国内研究综述    6
2.国内研究综述    6
（三）研究设计    7
1.研究对象    7
2.研究方法    7
二、小学数学“综合与应用”领域教学现状调查    8
    （一）调查表格汇总................................................................................................8
（二）调查结果及统计分析    9
1.小学数学实践与综合应用课程缺少实践活动的条件................................9
2.小学数学实践与综合应用课程不是主要的考试内容................................9
3.小学数学实践与综合应用课程教学内容书本化........................................9
4.小学数学实践与综合应用课程教学方式无从选择（过于单一）.............9
5.小学数学实践与综合应用课程忽视课堂教学与实际生活相结合    9
   
三、小学数学实践与综合应用课程实施问题的成因分析    9
（一）从教师角度进行分析    9
1.两名小学数学教师综合实践课的情况    9
2.教师的教学方式不同.    10
3.教师的课堂管理理念不同    10
4.教师自身专业素养不同    10
reaction反应视频（二）从学生角度进行分析    10
1.小学生认知水平.    10
2.小学生课前准备不足    10
（三）从环境角度进行分析...................................................................................10
    1.学校班级环境    10
    2.大众媒体等社会环境...................................................................................10
四、小学数学实践与综合应用课程实施问题的解决策略……11
（一）师生共拟课堂情境创设    11
（二）教师明确教学目标或教学意图    11
    （三）教师合理安排教学内容，丰富自身专业素养...........................................11
  （四）教师改变教学方式，注意学生体验...........................................................11
五、结语    12
（一）研究对象兼顾学生与老师    12
（二）对未来小学数学“实践与综合应用”的展望    12
致辞    12
参考文献    13
附录    14

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