高中生数学语言转换能力的研究

发布时间：2018-01-18 12:03

本文关键词：高中生数学语言转换能力的研究　出处：《东北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：德国数学家汉斯·拉德梅彻指出：“数学,由于它的语言、记法以及看上去显得奇特的符号,就像一堵高墙,把它和周围世界隔开了”。因此,为了帮助学生理解数学语言,掌握使用它的规律,我们有必要对数学语言的特点和意义进行讨论,提出培养学生理解数学语言和掌握数学语言转换的方法。数学语言狭义的说法就是指数学符号语言,由于符号语言本身简洁、抽象的特点使学生学习和理解起来有一定的困难,使之成为学好数学的重要“障碍”。近几年来对于数学语言特别是数学语言转换的研究已经引起了专家、学者以及教育工作者的关注。高考试题中关于数学语言转换能力的测试题目也更加频繁出现,但在实际教学中似乎还没有足够重视。本文首先通过文献分析的方法界定了数学语言、数学语言的分类、数学语言的转换等相关概念,以及对数学语言及转换方面的研究结果进行总结。其次根据数学语言的呈现形式将其分为文字语言、符号语言、图式语言三类,结合问卷调查法与访谈法,以绥化市第一中学(S校)和大庆一中(D校)高三年级共820名学生为研究对象。在solo分类评价理论的基础上对当前高中生数学语言转换能力的情况进行定性分析,具体的划分和评估了高中生三类数学语言转换能力的水平。最后,考察了学生的三类数学语言转换能力之间是否存在显著性差异,结果显示符号语言的转换能力与图形语言的转换能力之间差异显著；分析了数学语言转换能力与学生的数学成绩之间的关系。结果显示每一种数学语言转换的能力都影响学生的数学成绩,也就是说学生数学语言转换能力越强,数学成绩也相应地越好。最后针对调查问卷中学生暴露出的问题提出合理化的教学建议与策略。
[Abstract]:German mathematician Hans Radmecher pointed out, "Mathematics, because of its language, notation, and signs that look strange, is like a wall that separates it from the world around it." In order to help students understand mathematical language and master the rules of its use, it is necessary to discuss the characteristics and significance of mathematical language. This paper puts forward a method to train students to understand mathematical language and master the transformation of mathematical language. The narrow meaning of mathematical language refers to mathematical symbolic language, because the symbolic language itself is simple. Abstract features make it difficult for students to learn and understand, and it becomes an important obstacle to learning mathematics well. In recent years, the study of mathematical language, especially mathematical language conversion, has aroused experts. Scholars and educators pay close attention. The questions about the ability of mathematical language conversion also appear more frequently in the examination questions of college entrance examination. However, it seems that there is not enough attention in the actual teaching. Firstly, this paper defines the concepts of mathematical language, classification of mathematical language, transformation of mathematical language and so on through the method of literature analysis. And the results of mathematical language and transformation are summarized. Secondly, according to the presentation of mathematical language, it is divided into three categories: literal language, symbolic language, schema language, combined with questionnaire survey and interview. Suihua No. 1 Middle School) and Daqing No. 1 Middle School). A total of 820 senior high school students were selected as the research objects. Based on the solo classification evaluation theory, the qualitative analysis of the current high school students' mathematical language conversion ability was carried out. Finally, the author investigates whether there is a significant difference between the three types of mathematical language conversion ability of high school students. The results show that there is a significant difference between the transformation ability of symbolic language and that of graphic language. This paper analyzes the relationship between mathematical language conversion ability and students' mathematical achievement. The result shows that each mathematical language conversion ability affects students' mathematics achievement, that is to say, the stronger the students' mathematical language conversion ability is. Finally, the rational teaching suggestions and strategies are put forward in view of the problems exposed by the students in the questionnaire.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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