玉林师范学院本科生毕业论文
小学生数学学习粗心的成因及对策
Careless Phenomena of Mathematics Learning in Primary Schools:
Reasons and Countermeasures
院 系 专 业 班 级 姓 名 学 号
指导教师单位 指导教师姓名 指导教师职称
小学生数学学习粗心的原因及对策
小学教育（数学与英语方向）2008级
指导老师
摘要
粗心是小学生在数学学科学习中常见的现象。本文通过研究小学生粗心的现象，对小学生数学学习粗心的原因进行分析并提出相应对策，使得小学生全面健康的成长。
本文主要通过访谈法和文献综述法进行研究。研究内容如下：通过访谈，我们发现粗心现象在小学数学学习中存在普遍，并且教师和学生对粗心现象存在不同的看法。通过分析学生粗心的表现，笔者将粗心的原因总结如下：一是受到小学生身心发展规律的限制；二是由于学校教学工作的不足；三是因为家庭方面重视不够。通过访谈及综述文献，提出以下方法来改善小学生在数学计算中的粗心现象：一是提高学生对粗心的认识；二是增强教师对学生数学学习粗心现象的科学指导；三是营造良好的家庭氛围。
关键词：小学生，数学学习，粗心
Careless Phenomena of Mathematics Learning in Primary Schools:
Reasons and Countermeasures
Elementary Education (Math and English) 2008
Supervisor
Abstract
Carelessness is the common phenomenon in mathematics learning of primary school. This paper studies the phenomenon of pupils careless, primary school math learning. Analyze and propose corresponding countermeasures for the reasons that primary school students carelessly learn mathematics.
The research in this paper mainly though the interview questionnaire and review literature. Contents as follows: Through interviews, we found that carelessness common phenomenon in primary school mathematics learning, and teachers and students there are different views of careless phenomenon. Through analyzing the student's careless performance, I summarized the reasons as follows: One, the restrictions Pupils’ physical and mental development law. Two，the shortage of school teaching work. Third, not enough attention of the family. Through interviews and review literature, put forward the following methods to improve primary and secondary school students in math in the careless phenomenon. First, improve the students' awareness of carelessness. Second, enhance the teachers' mathematics learning of the scientific guidance of carelessness. Third, create a good family atmosphere.
Keyword: primary school students, mathematics learning, careless
目录
一、研究的背景及意义 ......................................................................................... 1
（一）研究的背景 ........................................................................................... 1 （二）研究的意义 ........................................................................................... 1 二、文献综述 ......................................................................................................... 3
（一）概念界定 ............................................................................................... 3 （二）国内外研究 ........................................................................................... 3 （三）文献述评 ............................................................................................... 5 三、小学数学学习中粗心现象的具体表现 ......................................................... 6
（一）小学生眼中数学学习粗心的表现 ....................................................... 6 （二）教师眼中小学生数学学习粗心的表现 ............................................... 7 四、粗心的原因探析 ............................................................................................. 9
（一）小学生身心发展规律的限制 ............................................................... 9 （二）学校教学工作不足 ............................................................................. 11 （三）家庭方面重视不够 ............................................................................. 11 五、对策与建议 ................................................................................................... 13
（一）提高学生对粗心现象的认识 ............................................................. 13 （二）教师增强对学生粗心现象的科学指导 ............................................. 13 （三）营造良好的家庭氛围 ......................................................................... 15 结语 ....................................................................................................................... 16 致谢 ....................................................................................................................... 17 参考文献 ............................................................................................................... 18 附录 ....................................................................................................................... 20