高中数学情境性问题数学化的探究

发布时间：2018-03-20 09:12

本文选题：现实数学教育　切入点：情境性问题　出处：《闽南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：现实数学教育下的情境性问题是指在教学过程中与教学目标有隐性关联的,与某些情境融会在一起的问题。在教学实践中探究数学化与生活化的度、理清进展式数学化的过程、开发基于情境的、非形式的教学模式是研究的出发点。全文分两大部分,第一部分从理论基础与概念界定出发,梳理“现实数学”、“数学现实”与“情境”、“情境性问题”的关系,明确数学化的“六原则”(活动、现实、阶段、交织、互动、指导原则),分析逐步形式化的“四阶段”(情境层次、指涉层次、普遍层次、形式层次),最终确定数学化教学模式(进展式数学化过程)。第二部分由调查问卷出发,得出教师虽试图引用情境进行教学,但对情境性问题数学化过程缺乏深入探究,并进一步得出学生对情境性问题感兴趣度与教师情境类型的使用率成反比。随后,以个案研究法通过典型案例结合教学设计、学生习题及访谈记录,具体分析该模式下的数学教学。并尝试得出结论:1.生活化与数学化是可以互相共存、相互转化的;2.学生的知识基础与认知水平是构建情境性问题的关键;3.高中数学可以从情境性问题出发,在进展式的数学化过程中学习。该模式下的教学是一个动态的、进展式的反复迭代过程,即从可数学化的情境性问题出发,在逐步数学化的进程中获得知识、技能与思想方法的过程。
[Abstract]:The situational problems in real mathematics education refer to the problems which are tacitly related to the teaching objectives in the process of teaching and which are combined with some situations. In teaching practice, the degree of mathematics and life is explored, and the process of mathematical evolution is clarified. It is the starting point of the research to develop situational and non-formal teaching mode. The first part is based on the theoretical basis and the definition of concept, combing the relationship between "realistic mathematics", "mathematical reality" and "situation", "situational problem", and "situational problem". Clarify the "six principles" of mathematics (activity, reality, stage, interweaving, interaction, guiding principles), analyze the gradually formalized "four stages" (situational level, referring to the level of involvement, universal level), In the second part, starting from the questionnaire, it is concluded that although teachers try to use the situation to teach, they do not have a thorough exploration of the mathematical process of situational problems. It is further concluded that the degree of students' interest in situational questions is inversely proportional to the utilization rate of teachers' situational types. Subsequently, the case study method is used to combine teaching design with typical cases, student exercises and interview records. Analyze the mathematics teaching in this mode concretely, and try to draw the conclusion that life and mathematics can coexist with each other. 2. Students' knowledge base and cognitive level are the key to construct situational problems. High school mathematics can start from situational problems and learn in the process of progressive mathematics. The teaching in this model is a dynamic one. The iterative process of progression is the process of acquiring knowledge, skills and thought methods in the process of gradual mathematics, starting from the mathematical situational problems.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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