八年级学生几何素养内涵分析与调查研究

发布时间：2018-04-01 19:47

本文选题：数学素养　切入点：几何素养　出处：《曲阜师范大学》2015年硕士论文

【摘要】：自PISA素养评价测试形成和实施以来,由于其评价方式更加关注学生综合素质的养成,受到越来越多国家的重视。我国一直以来提倡素质教育,呼吁教师以及教育者在教学或是教育研究中,应把提高学生的素质作为重要原则。建构主义学习理论所倡导的新型的教师观和学生观也越发被广大教育工作者所接受。学校作为培育人才的主要基地,为了响应教育界的这种主流思想,必然担起了全面提高学生综合素质的艰巨任务。培养提高学生的综合素质,就应从最基本的学科教育抓起,数学作为基础教育阶段最为重要的学科之一,其相应的数学素养的也应是学生综合素养中的重要部分。数学素养也是PISA所倡导的三大素养之一,数学素养的培养理应成为综合素质培养中的重中之重。培养学生的数学素养,应从平常的数学教学中进行,数学本身又包含许多分支,在基础教育阶段,几何、代数和统计是其最为重要的三个部分。这三个重要的数学分支在数学素养的培养中都有着举足轻重的地位。以各个分支为基础探讨如何培养学生的数学素养,是提高学生整体数学素养的基本途径。本文中笔者重点从几何的角度研究学生数学素养的培养。通过几何研究学生的数学素养的培养,笔者将此称之为几何素养。几何作为数学的重要分支,拥有其独特的学科特点,所蕴含的几何思想,对于数学素养的提高都有很大帮助。我们理应重视几何的教学,关注学生的几何学习情况,所达到的几何水平,以及他们在不同阶段所应该达到的水平。几何素养,对于教育界人士来说,并不是一个陌生的词汇。然而,对于广大受教育者,几何素养,并不为他们所熟知,不能系统的表达出几何素养的概念以及构成要素。目前,教育界关于几何素养的研究,也并不系统,何为几何素养?几何素养的主要构成要素?几何素养应如何评价?几何素养有何作用?如何提高学生的几何素养?针对不同阶段的学生的几何素养应达到何种水平?关于这些问题,都没有较为系统的研究,没有相对统一的看法。在本文中,笔者通过对于国际几何课程的分析,概括总结出几何素养的主要构成要素。类比数学素养内涵界定的方式来定义几何素养的内涵。确定各个构成要素的不同层次。以此为标准,通过笔者编写的试题测试八年级学生的几何素养,大致确定他们的几何素养水平。在测试以及随后的谈话中发现学生在几何学习中的困难,对于几何认同感。以科学的教育理论作指导,对症下药,有针对性分层次的提出培养学生几何素养的几点建议。
[Abstract]:Since the formation and implementation of PISA literacy evaluation test, more and more countries have attached importance to it because it pays more attention to the cultivation of students' comprehensive quality.Our country has been advocating quality education all the time, calling on teachers and educators to take improving students' quality as an important principle in teaching or educational research.The new concept of teachers and students advocated by constructivist learning theory has been accepted by educators more and more.As the main base of cultivating talents, the school, in order to respond to the mainstream thought of education, is bound to take on the arduous task of improving the students' comprehensive quality in an all-round way.The cultivation and improvement of students' comprehensive quality should be started from the most basic subject education. Mathematics, as one of the most important subjects in the basic education stage, should also be an important part of the students' comprehensive literacy.Mathematical literacy is also one of the three qualities advocated by PISA. The cultivation of mathematical literacy should become the most important part of comprehensive quality training.The cultivation of students' mathematics literacy should be carried out from the ordinary mathematics teaching. Mathematics itself contains many branches. In the basic education stage, geometry, algebra and statistics are the three most important parts.These three important branches of mathematics play an important role in the cultivation of mathematical literacy.On the basis of each branch, it is a basic way to improve students' mathematics literacy.In this paper, the author focuses on the geometry of the cultivation of students' mathematical literacy.By studying the cultivation of students' mathematical literacy in geometry, the author calls it geometric literacy.Geometry, as an important branch of mathematics, has its unique disciplinary characteristics and the geometric ideas contained therein, which are of great help to the improvement of mathematics literacy.We should pay attention to the teaching of geometry, pay attention to the students' geometry learning, the level of geometry and the level they should achieve at different stages.Geometric literacy, for educators, is not a strange word.However, for the majority of educatees, geometric literacy, not well known to them, can not systematically express the concept and elements of geometric literacy.At present, the research on geometric literacy is not systematic. What is geometric literacy?The main elements of geometric Literacy?How should geometric literacy be evaluated?What is the role of geometric literacy?How to improve students'Geometry Literacy?What is the level of students' geometric literacy at different stages?On these issues, there is no more systematic study, there is no relatively unified view.In this paper, the author summarizes the main elements of geometric literacy through the analysis of international geometry curriculum.The connotation of geometric literacy is defined by analogy to the way of defining the connotation of mathematical literacy.Determine the different levels of each component.According to this standard, the eighth grade students' geometric literacy is tested by the test questions written by the author, and their geometric literacy level is roughly determined.During the tests and subsequent conversations, students were found to have difficulties in learning geometry and to identify with geometry.Under the guidance of scientific educational theory, the author puts forward some suggestions for cultivating students' geometric literacy.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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