phát triển tư duy hình học cho trẻ mẫu giáo lớn và học sinh tiểu học qua một số hoạt động hình học bản tóm tắt tiếng anh

34 619 1
phát triển tư duy hình học cho trẻ mẫu giáo lớn và học sinh tiểu học qua một số hoạt động hình học bản tóm tắt tiếng anh

Đang tải... (xem toàn văn)

Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống

Thông tin tài liệu

MINISTRY OF EDUCATION AND TRAINING HANOI UNIVERSITY OF EDUCATION DEVELOPMENT OF GEOMETRIC THINKING FOR UPPER KINDERGARTEN AND PRIMARY SCHOOL CHILDREN THROUGH GEOMETRIC ACTIVITIES. Major: Theory and methods of teaching Mathematics Code: 62. 14. 01. 11 SUMMARY OF PEDAGOGICS DOCTORAL THESIS HA NOI – 2013 Science instructor: 1.ASS.Prof, Dr. Nguyen Anh Tuan 2.ASS.Prof, Dr. Vu Quoc Chung Judge 1: ASS.Prof, Dr. Tran Kieu Judge 2: ASS.Prof, Dr. Vu Duong Thuy Judge 3: Dr. Nguyen Van Thuan Thesis will be defended in front of Council at University Hanoi University of Education, date:……………………. Thesis can be seen at National Library and Library of Hanoi National University of Education. LIST OF THE AUTHOR’S RESẺACH PROJECT RELATED TO THESIS A.Articles have been published 1. Nguyen Manh Tuan (2009), Van hiele’s viewpoint on forming geometric symbols in kindergatern children and pupils of early primary school, Journal of Education No. 224, pp.35-38. 2. Nguyen Manh Tuan (2010), Spatial imagination and development of spatial imagination for students in early years of primary level with educational software. Journal of Education No. 248, pp.5-7. 3. Nguyen Manh Tuan (2011), Developing Spatial Imagination in Children Aged 5-6 years by Formatting Shape Representations. Proceedings 13, Global COE Program "Science of Human Development for Restructuring the Gap - Widening Society", Ochanomizu University, pp.153-156. 4. Nguyen Manh Tuan (2011), Training geometric thinking for children aged 5-6 and early primary (grade 1, 2, 3) through teaching the relative position of things, Journal of Science National University of Education, No. 6, pp.96-103. 5. Nguyen Manh Tuan (2011), Studying the impact of spatial sense and spatial imagination in upper kindergatern children, Journal of Education No. 266, pp.9-11. 6. Nguyen Anh Tuan - Nguyen Manh Tuan (2011), Drilling geometry thinking for kindergatern and primary school children (Grade 1, 2, 3), Journal of Science Education, Institute of Education Sciences, Vietnam, No. 72, pp.35-40. 7. Nguyen Manh Tuan (2012), Orientation for forming methodological knowledge for upper kindergatern children and lower primary students through several geometric activities. Journal of Education No. 289, pp.36-39. B.Scientific Research subjects 1. Nguyen Manh Tuan (2011), The process and a number of methods to form geometric symbols from upper kindergarten to the early primary school children (grades 1, 2, 3), the topic of school. INTRODUCTION 1. The reasons for this topic The development of thinking, creative ability and practical skills education is a requirement in our education today. Education development strategy for 2011-2020 (Decision No. 711/QD-TTg) stated: " Fundamental and comprehensive innovation of education in the direction of standardization, modernization, socialization, democratize, international integration, focus on improving the quality, especially the quality of moral education, lifestyle, thinking, creative ability, practical skills to not only meet the requirements of socio-economic development but also focus on satisfying the needs of development for each learner, the person who has aptitude can develop their talent " Innovation project of textbook content emphasized on development of capacity and thinking for children, in which they have plenty of opportunity to solve the problem and show how to solve the problem with other people; require them to apply the knowledge to solve the situations which set out in practical life for individuals and communities. Doing that also means contributing to "load reduction" for learners. Developing for children's thinking through the teacher established and organized activities that is regarded as the guiding ideology throughout the innovation of teaching methods. According to A.N.Leonchev, the discovery of the common structure between the two types of inside activity and outside activity is one of the most important discovery of modern psychological science: " Inside activity and outside activity have the same structure, Inside activity comes from outside activity, is formed from outside activity.Thinking as inside activity is formed through the human’s process of working . Geometry teaching is a favorable condition for development of thinking for learners - especially the quality of flexible , independence and creativity thinking , develops spatial imagination and intellectual activities such as comparison, analysis, synthesis, generalization, At the primary level, the formation of geometric elements and geometric quantities also helps 1 children with fundamental knowledge of mathematics, helps children be aware of the world around them and learn mathematics in the future in higher levels. In which, the method of using the geometric activities plays an important role in teaching geometric elements and geometric quantities and develops thinking for learners. Through geometric activities, the children can learn in the activities and by the activities, can self-doing, self-deciding, can experience practical life leading to contribute to promote positiveness, independence, creativeness, increase interest in the Math class that keep children innocent and happy in early school age . However, organizing geometric activities at school has some limitations. Although the content of kindergarten and primary education program now focus on more geometric activities, but teachers do not really evaluate the level of thinking and awareness of children in geometric activities. The geometric activities also occur scatteredly and disorderly during the process of geometric elements and geometric quantities teaching, the teachers have not really applied effectively in the Review class or extracurricular activities, especially the 2 sessions - class / one day in elementary school, the teachers usually recommend or deduct from reference books, primary school children mainly take time to do homework in class, the teachers focus on teaching knowledge more than training and developing thinking for children, organize less activities for children. The reason is that teachers do not pay proper attention to the role of geometric activities for the development of thinking, the establishment and organization of geometric activities which required time-consuming, the teachers are difficult and confused in evaluating children, do not control children. Before the children enter elementary school, children have certain awareness and understanding through activities which help chidren be familiar with Math in kindergarten, five-year-old universal project of the Ministry of Education and Training has been implemented with the goal of completing the whole country in 2015 and also raised new questions about the "connection" the content of program of making familiar with Math for children at upper kindergarten and curriculum in mathematics for 2 elementary children school. So researching on teaching Math in general, geometric elements and geometric quantities teaching in particular from children at kindergarten (5 years) to children at primary school is necessary, the teacher must not teach before the program , "primarized education" children at kindergarten, at the same time avoid children’s psychology to be"boring" when entering the first grade. For these reasons, the chosen topic is: " Development of geometric thinking for upper kindergatern and primary school children through geometric activities” 2. The research purposes Development of geometric thinking for upper kindergarten children and at primary school children through the selection, construction, orgnization some geometric activities. 3. The objects of research The process of formation of the geometric elements and geometric quantities for upper kindergarten children and at primary school children 4. Scientific hypothesis Because the activity plays an important role in the development of children's thinking, so if we can evaluate the children’s level of geometric thinking and design, organize suitable geometric activities in teaching of geometric elements and geometric quantities, children’s geometric thinking will be better developed, teaching of geometric elements and geometric quantities will achieve higher efficiency. 5. The research tasks Research the basic of theory. 3 [...]... children and at primary school children through some geometrical activities in schools 7 Research Methodology - Academic research methods: study the psychological characteristics of upper kindergarten children and at primary school children; study the development of thinking in general and geometric thinking in particular in the process of teaching of geometric elements and geometric quantities for children... Object: Children at grade 1B, Dich Vong B elementary school, Cau Giay District, Hanoi 22 Situation 2: flat paving Object: Children at grade 4A (including 40 children) Dich Vong B elementary school, Cau Giay District, Hanoi 2.5 Conclutions of chapter 2 Method of geometric elements and geometric quantities teaching for children in kindergarten and elementary school should start with the real world of children... primary school children, the performance of geometric thinking capacity in children through some geometric activities - Assess the geometric thinking capacity in upper kindergarten children and at primary school children in some geometric activities - Develop geometric thinking through the estalishment and organization some geometric activities in upper kindergarten children and at primary school children... at primary school children Chapter 3: Pedagogical experiment 6 CHAPER 1 : FUNDAMENTAL OF THEORY AND PRACTICE 1.1 History of research 1.1.1 The research in Viet Nam In general, these researches focus on methods of establishing and organizing thinking activities to develop thinking through geometric elements and geometric quantities teaching in upper kindergarten children and at primary school children,... primary school has not really been interested and focused 1.1.2 The research in the world Dutch mathematics educators Van Hiele gave level of geometric thinking from low to high, from that he made the evaluation tests for children and teaching methods which is applicable to each level are widely used in design of teaching program content (in kindergarten children, primary school children and high school)... elements and geometric quantities teaching in big kindergarten and elementarychildren 1.4.1 In Vietnam 1.4.2.Compare the content of geometric elements and geometric quantities teaching in big kindergarten and elementarychildren in Vietnam and some developed countries 1.5.Investigation under the direction of sorting the level of geometric thinking capacity in big kindergarten and elementary school children... enhance the measurement of geometric quantities in practice.The geometric quantities in practice may be the length, width and height of an object, the length of an object or the area of a flat, we need to develop an understanding before they learn "deeper" in the next grade The goal of this section is to orient for children to understand the measurement of a geometric quantity is to consider how many parts... in upper kindergarten children and at primary school children;concepts related geometric thinking; levels of geometric thinking Investigate the level of geometric thinking capacity in upper kindergarten children and at primary school children 5.3.Estabish some methods to develop geometric thinking capacity of upper kindergarten children and at primary school children - Assess the level of geometric... conclusions: - The methods proposed in the thesis can be done in the process of geometric elements and geometric quantities teaching - Implementation of methods for the geometric elements and geometric quantities teaching have contributed: Ensure the formation of geometric elements and geometric quantities fully and skillfully more fully, especially contributing to the development of children’s capaicty... world; - Method of summarizing educational experiences; - Methods of observation: Observe and record the activities of teachers and children in kindergarten and primary school to learn manual operation, organize for kids in the class making acquainted with geometric symbols; 5 - Methods of statistic: Using statistical methods to handle statistics to measure the level of geometric thinking capacity in children . Nguyen Manh Tuan (2009), Van hiele’s viewpoint on forming geometric symbols in kindergatern children and pupils of early primary school, Journal of Education No. 224, pp.35-38. 2. Nguyen Manh Tuan. Nguyen Manh Tuan (2011), Studying the impact of spatial sense and spatial imagination in upper kindergatern children, Journal of Education No. 266, pp.9-11. 6. Nguyen Anh Tuan - Nguyen Manh Tuan. 1. Nguyen Manh Tuan (2011), The process and a number of methods to form geometric symbols from upper kindergarten to the early primary school children (grades 1, 2, 3), the topic of school. INTRODUCTION 1.

Ngày đăng: 27/08/2014, 11:45

Từ khóa liên quan

Mục lục

  • 1.2.4. The characteristics of geometric thinking in upper kindergarten and elementary children

  • 1.2.5. The capacity of geometric thinking in children

Tài liệu cùng người dùng

Tài liệu liên quan