数学文化教育场的因素探析

发布时间：2018-03-13 22:46

本文选题：数学文化　切入点：教育场　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：数学是一种文化,数学文化是人类社会优秀的、先进的文化。数学文化的传承、传播、弘扬、发展,让人类的学习、生活和工作变得更加幸福和美好!数学教学,就是数学文化的教学;数学课堂,应是数学文化流淌的地方。数学文化教育场是传承、传播、宏扬与发展数学文化的“路”和“桥”!本文主要对从理论与实证两个维度,探析了数学文化教育场的因素及其关系。首先,通过相关文献综述,发现:国内外对数学文化教育场的研究很少,尤其缺少对该场的特性研究,几乎没有该场因素的探析,而且大多以理论思辨为主,缺乏实证研究。由此确立了本研究的重点。接着,在理论的维度,重新界定了数学文化教育场的概念,探析了数学文化教育场的两个元素,三个层次,四个维度。数学文化教育场的定义是:在一定的时空中,物理环境、数学文化资源、数学文化教育者、数学文化受教育者等以信息、能量和物质的方式进行着数学文化的传承、传递和再创造等相互作用,而构成的一个影响人总体生成和发展的关系网络。数学文化教育场的两种元素:数学文化教育“源”:物理环境、数学文化教育者、数学文化受教育者、数学文化资源等;数学文化教育“流”:物质流、情感流、能量流。数学文化教育场的三个层次:数学文化情景场、数学文化活动场、数学文化心理场。数学文化教育场的四个维度:环境感知场、数学认知场、数学情感场、社会权利场。第三,在实证的维度,通过对于成都市某小学与初中的298名学生问卷调查,确认了数学文化教育场各因素对不同年级、不同性别、不同数学成绩、不同喜爱数学程度的学生存在影响且差异显著。而数学文化的课堂是数学文化“流淌”的地方,笔者全程参加了成都某高校数学与应用数学专业《初等几何研究》的全部课程的工作与学习,该课程增加了一个新环节“数学作文”。通过对于学生所提交的“数学作文”文本进行深度地分析,发现:数学文化教育场各个因素是存在的,并且深刻地影响着大多数学生的感知、认知、情感、意志。最后,提出未来研究的展望。以后将基于数学教师的访谈、数学课堂真实案例等,凸显突出数学文化教育特色,进一步补充和完善数学文化教育场的因素及其关系的相关理论。并且进一步探索数学文化教育场的形成、效应、性质、规律、价值、功能、测量、建构等。
[Abstract]:Mathematics is a kind of culture, mathematics culture is the outstanding and advanced culture of human society. The transmission, spread, promotion and development of mathematics culture make the study, life and work of human beings more happy and beautiful. Mathematics teaching is the teaching of mathematics culture; mathematics classroom should be the place where mathematics culture flows. The field of mathematics culture education is the "road" and "bridge" to inherit, spread, promote and develop mathematical culture! This paper mainly analyzes the factors and their relations of mathematical cultural education field from the two dimensions of theory and demonstration. Firstly, through the review of relevant literature, it is found that there are few researches on mathematical cultural education field at home and abroad. In particular, there is a lack of research on the characteristics of the field, almost no analysis of the field factors, and most of them are mainly theoretical thinking and lack of empirical research. Thus, the focus of this study is established. Then, in the theoretical dimension, This paper redefines the concept of mathematical cultural education field, probes into two elements, three levels and four dimensions of mathematical cultural education field. The definition of mathematical cultural education field is: in a certain time and space, physical environment, mathematical cultural resources. Mathematics culture educators, mathematics culture education recipients, etc., interact with each other by means of information, energy and material to carry on the transmission, transmission and re-creation of mathematical culture. The two elements of the field of mathematics culture education are: the source of mathematics culture education: physical environment, mathematics culture educator, mathematics culture educatee, mathematics culture education, mathematics culture resource, etc. "flow" of mathematical culture education: material flow, emotion flow, energy flow. Three levels of mathematical cultural education field: mathematical cultural scene field, mathematical cultural activity field, mathematical cultural psychological field. Thirdly, in the empirical dimension, 298 students from a primary school and junior middle school in Chengdu were investigated, and the factors of mathematics culture education field were confirmed to different grades and different gender. Students with different grades and degrees of mathematics have significant differences, and the classroom of mathematics culture is the place where mathematics culture flows. The author took part in the whole course of "Elementary Geometry Research" in the major of Mathematics and Applied Mathematics in a certain university in Chengdu. This course has added a new link, "Mathematical composition". Through the in-depth analysis of the "Mathematical composition" text submitted by the students, it is found that every factor exists in the field of mathematical culture and education. And it deeply affects the perception, cognition, emotion and will of most students. Finally, it puts forward the prospect of future research. In the future, it will be based on the interview of mathematics teachers, the real cases of mathematics classroom, etc., which will highlight the characteristics of mathematics culture and education. It also further explores the formation, effect, nature, law, value, function, measurement and construction of mathematical cultural education field.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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