《小学数学学习策略》教材实践对学生学会学习数学的影响实验报告  

The experimental Report on the Effects of the Practical Use of the Textbook Primary Mathematics Learning Strategies on Children’s way of Learning Mathematics

作　　者：蒋世雷[1] 傅玉蓉[1] 

机构地区：[1]西南师范大学实验小学,重庆市400715

出　　处：《西南师范大学学报（人文社会科学版）》2005年第4期34-38,共5页Journal of Southwest China Normal University(Philosophy & Social Sciences Edition)

基　　金：全国教育科学"十五"规划重点课题"中小学新课程学科学习策略的系统开发与教育实验研究"(DHAO10261);项目主持人:刘电芝;重庆市教育科研规划课题"大;中;小学学科学习策略的发展及其影响因素研究"(02-GJ-28);项目主持人:刘电芝。

摘　　要：为了研究《小学数学学习策略》教材实践对学生学会学习数学的影响,我们采用了等组设计的实验方法,选取同一教师教学的两个平行班进行对照实验。在两个平行班总的数学学习课时不变的情况下,利用总课题组编写的《小学数学学习策略》教材,在实验班开设每周一节的学习策略课,进行对比实验。通过实验,我们发现,开设专门的学习策略课,的确能激发学生的学习兴趣,可以使学生将注意力集中于策略上,而避免大量的知识内容对学习策略的掩盖。通过掌握系统的学习策略,能大幅度地改进学生的学习,大面积地提高学习质量与效率,从而达到了使学生学会学习数学的实验目的。In order to research the effects of the practical use of the textbook Primary Mathematics Learning Strategies on students’ way of learning mathematics, we chose two parallel classes taught by the same teacher for a comparative experiment. With the same math class hours in the two classes, a one-hour learning strategy lesson is given very week in the experimented class, using the book Primary Mathematics Learning Strategies. From the experiment, we found that the learning strategy lesson can rouse the students’ interest and make them focus on learning strategy, avoiding its being overweighed by the large amount of knowledge. Having grasped the systematic strategy of learning, students can greatly improve their learning quality and efficiency. Learning strategy lesson proves to a success.

关 键 词：小学数学 学习策略 学会学习 教材实践 

分 类 号：B842[哲学宗教—基础心理学]