数学是提升学生数学素养的重要课程。推行新课程的改革中我们教师也正在转变传统的教学观、学生观，数学课也发生了巨大的转变，许多学校也在推行预学单，但是效果并不理想。如何设计运用预学单，提高学生自主学习能力，提升数学课堂的效率，这是本文需要研究的。
本文主要分为四个部分：第一部分，本文查阅了相关文献资料，借鉴了建构主义理论、维果斯基的最近发展区理论、生本教育理论，在此基础上阐述了本文数学预学单的内涵。本研究中的数学预学单是指学生在上课之前进行的尝试性学习小研究。
第二部分，研究通过学生问卷和查阅预学单对预学单设计现状展开调查，进行数据统计分析，发现了学生目前没有养成主动预习的习惯，预习的效果也不好。预学单设计在方法指导、内容形式、学生过程情感、反馈评价等方面还不足。
第三部分，基于当前小学数学预学单现状，本文阐述了预学单的设计依据、流程、原则和形式，在此基础上针对概念课、计算课、问题解决课三种课型来设计预学单，并展开实践研究。实践选取两个班进行实验，在实验班采用预学单教学，及时发现学生使用中的各种情况，并进行原因分析，针对学生反馈适时调整方案进行反思。实验前后对两个班进行成绩对比分析，并进行问卷调查，发现实验后学生有了预学指导，学习兴趣提高了，预习变得更主动，学生的学习成绩有了很大的提升。
第四部分，根据实践过程中的问题，总结出预学单设计的优化策略：关注每位学生，尊重学生差异；
自主学习与合作学习结合，促进学生交流；控制作业数量，提升作业质量；设计与课堂教学有效结合；采用多元评价，促进作业管理。
关键词：小学数学；预学单；实践研究
Mathematics is an important course to improve students' mathematical literacy. In the implementation of the new curriculum reform, our teachers are also changing the traditional teaching concept and students' concept, and the math class has undergone a huge change. Many schools are also implementing the pre-study form, but the effect is not ideal. How to design and use preview sheets to improve students' independent learning ability and improve the efficiency of math class is exactly what this paper needs to study.
This study consists of three parts: the first part, this paper referred to the relevant literature, referred to the constructivism theory, vygotsky's theory of proximal development zone, and the theory of student-based education, on the basis of which, it elaborated the connotation of the mathematical preliminary list of this paper. The math presheet in this study refers to a small study of students' tentative learning before class.
In the second part, the research investigated the design status of preview lists through questionnaire
s and preview sheet, and made statistical analysis of the data. It was found that students did not develop the habit of active preview at present, and the preview effect was not good either. The design of preview sheet is not enough in the aspects of method guidance, content form, students' process emotion and feedback evaluation.
In the third part, based on the current situation of preview sheet in primary school mathematics, this paper expounds the design basis, process, principle and form of pre-learning sheet. On this basis, three types of preview sheet, namely concept course, calculation course and problem solving course, are designed and studied in practice. In practice, two classes were selected for the experiment. In the experimental class, preview sheet teaching was adopted to timely find out various situations in the use of students, analyze the reasons, and reflect on the timely adjustment plan according to the feedback of students. The results of the two classes were compared and analyzed before and after the experiment, and a questionnaire survey was conducted. It was
found that after the experiment, students had pre-study guidance, their interest in learning was increased, and their pre-study became more active, and their academic performance was greatly improved.
The fourth part, according to the problems in the process of practice, summarizes the optimization strategy of pre-learning sheet design: pay attentionto each student, respect the differences of students; Combination of independent learning and cooperative learning to promote student exchange; Control the quantity of work and improve the quality of work: Effective combination of design and classroom teaching; Adopt multiple evaluation to promote operation management.
Keywords: primary school mathematics; preview sheet; practice research
目录
致谢................................................................. I 摘要................................................................ II Abstract (Ⅲ)
1 绪论 (1)
1.1研究的背景 (1)
1.2研究的意义 (1)
1.3文献综述 (2)
1.4研究对象 (7)
1.5研究内容和方法 (8)
2 相关概念和理论基础 (9)
2.1相关概念界定 (9)
2.1.1预学 (9)
2.1.2数学预学单 (9)
2.2理论基础 (10)
2.2.1生本教育理论 (10)
2.2.2建构主义学习理论 (11)
2.2.3最近发展区理论 (12)
2.2.4先行组织者理论 (12)
3 小学数学预学单的现状调查与分析 (14)
3.1小学数学预学单的现状调查方案 (14)
3.1.1调查目的 (14)
3.1.2调查方法和对象 (14)
3.1.3调查内容 (14)
3.2小学数学预学单的现状调查结果 (14)
3.3预学单现状存在问题的原因分析 (19)
3.3.1预学单缺少学习方法的指导 (19)
3.3.2预学单内容上很少关注学生的过程体验 (19)
3.3.3作业形式习题化，学生不感兴趣 (20)
3.3.4预学单作业反馈评价缺失 (20)
4 小学数学预学单的设计 (21)
4.1预学单设计的依据 (21)
4.1.1小学数学预学单设计要基于小学数学课程标准 (21)
4.1.2小学数学预学单设计要基于小学生的特点 (22)
4.2预学单设计的流程 (22)
4.2.1确定目标 (22)
4.2.2收集素材 (23)
4.2.3设计预学单 (23)
4.2.4实施预学单 (23)
4.2.5反馈预学单 (23)
4.3预学单设计的原则 (23)
4.3.1主体性原则 (23)
4.3.2指导性原则 (23)
4.3.3层次性原则 (24)
4.3.4趣味性原则 (24)
4.4预学单设计的形式 (24)
4.4.1动手操作形式 (25)
4.4.2阅读整理形式 (25)
4.4.3理解表达形式 (26)
4.4.4实践运用形式 (27)
5 小学数学预学单的实践研究 (29)
5.1概念课预学单的实践 (29)
5.1.1概念课预学单的设计方法 (29)
5.1.2概念课预学单的实践案例 (29)
5.2计算课预学单的实践 (34)
5.2.1计算课预学单的设计方法 (34)
5.2.2计算课预学单的实践案例 (34)
5.3问题解决课预学单的实践 (39)

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预学,学生,设计,数学,预学单