高中学生数学文化素养的现状与对策研究
发布时间：2018-07-21 20:41
【摘要】：在今天这样高速发展的信息时代,“数学作为人类文化的重要组成部分”已经成为人们的共识,它无处不在,数学思维方法渗透在生活的方方面面,数学素质的培养是人才培养的一个重要方面,对人的发展起着极其关键的作用。而对于高中教育来说,培养其综合素养是高中教育的最主要的目标,而数学素养则是高中教育培养综合素养的重要环节。随着中国大规模的新课程改革的推进,2003年教育部颁发的《普通高中数学课程标准》中,明确提出在中学阶段开展数学文化的教学活动要求,而数学课程的“基本理念。”也明确提到“数学是人类文化的重要组成部分。数学课程应该帮助学生了解数学在人类文明发展中的作用,逐步形成正确的数学观。”数学影响着社会,作为基础科学,数学的发展推动了社会的发展。在社会发展中,数学的体系在逐渐完善,数学学科的内容也在逐步发展。本论文从已有的研究出发,对研究数学文化和数学素养的文献进行分析和梳理,阐述了有关数学文化素养的一些基本理论,主要梳理的是数学文化素养的概念、内涵、特征、构成要素及数学文化的教育价值等。此外,以高中学生为研究对象,通过问卷调查法对高中生数学文化素养的整体水平进行分析,其中包含两个部分：一部分是数学文化知识得分的描述统计；另一部分是对数学文化的认识的描述性分析。整体水平的分析是按问卷题目设置的逐题描述统计。而对于不同年级和不同性别的学生在数学文化素养方面存在的差异则较为深入和系统的分析,得到了以下几个结论：1.从整体水平分析的两部分数据来看,高中学生大多数具备一定的数学文化素养,但是水平不高。2.高一年级学生数学文化素养和高二年级学生文化素养之间存在显著性差异,高二学生的数学文化素养明显好于高一学生的。而高二年级学生的数学文化素养与高三年级学生的数学文化素养水平没有显著性差异。3.数学文化素养在高中学生的性别之间差异并不明显。男生和女生的数学文化素养不存在显著性差异,但是从数学文化知识得分和数学文化的认识方面男生的数学文化素养状况稍稍优于女生。根据前三个部分的理论梳理和实证调查分析结果,并且对高中学生数学文化素养发展存在的问题及原因做了深入的分析,本文在第四章提出了提高高中学生数学文化素养的具体对策及方案。具体来说就是抓住学生获得数学文化的关键期进行教学,在课堂教学过程中引入数学文化的案例教学,用数学文化创设课堂教学情境,处理好数学文化教育与“双基”教学的关系,引导学生应用数学解决实际问题。
[Abstract]:In today's rapidly developing information age, "mathematics as an important part of human culture" has become a common understanding, it is everywhere, mathematical thinking methods permeate every aspect of life. The cultivation of mathematical quality is an important aspect of talent training and plays an extremely important role in the development of human beings. For high school education, cultivating its comprehensive literacy is the most important goal of high school education, and mathematics literacy is an important link in high school education. With the development of the new curriculum reform in China, in the Mathematics Curriculum Standard of General Senior High School issued by the Ministry of Education in 2003, the requirement of teaching activities of mathematics culture in the middle school stage is clearly put forward, and the "basic idea" of mathematics curriculum is put forward. It is also explicitly mentioned that "mathematics is an important part of human culture." Mathematics courses should help students understand the role of mathematics in the development of human civilization and gradually form a correct view of mathematics. " Mathematics affects society. As a basic science, the development of mathematics promotes the development of society. In the social development, the mathematics system is gradually consummating, the mathematics discipline content is also developing step by step. Starting from the existing research, this paper analyzes and combs the literature on mathematical culture and mathematical literacy, and expounds some basic theories about mathematical cultural literacy, mainly combing the concept, connotation and characteristics of mathematical cultural literacy. Elements and the educational value of mathematical culture. In addition, taking senior high school students as the research object, this paper analyzes the overall level of mathematics cultural literacy of senior high school students by questionnaire, which includes two parts: one is the descriptive statistics of mathematics cultural knowledge scores; The other part is the descriptive analysis of the understanding of mathematical culture. The analysis of the overall level is a topic-by-topic description of the questionnaire. On the other hand, the differences between different grades and different genders in mathematics cultural literacy are deeply and systematically analyzed, and the following conclusions: 1: 1 are obtained. From the overall level analysis of the two parts of the data, high school students have a certain level of mathematics and cultural literacy, but the level is not high. 2. There is a significant difference between the mathematics cultural literacy of the first grade students and that of the sophomore students. The mathematics cultural literacy of the sophomore students is obviously better than that of the first year students. However, there is no significant difference between the mathematics cultural literacy of the sophomore students and that of the third grade students. 3. There is no obvious difference between the sexes of high school students in mathematics literacy. There was no significant difference between boys and girls in mathematical cultural literacy, but boys' mathematical cultural literacy was slightly better than that of girls in terms of the scores of mathematical cultural knowledge and the recognition of mathematical culture. According to the first three parts of the theoretical combing and empirical analysis of the results, and the development of senior high school students' mathematical cultural literacy problems and reasons for in-depth analysis, In the fourth chapter, the author puts forward the concrete countermeasures and schemes to improve the mathematics cultural literacy of senior high school students. Specifically, it is to grasp the key period for students to acquire mathematics culture, to teach, to introduce the case teaching of mathematics culture into the classroom teaching process, and to create the classroom teaching situation with mathematics culture. This paper deals with the relationship between mathematics culture education and "double basis" teaching, and guides students to solve practical problems by applying mathematics.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2136794
[Abstract]:In today's rapidly developing information age, "mathematics as an important part of human culture" has become a common understanding, it is everywhere, mathematical thinking methods permeate every aspect of life. The cultivation of mathematical quality is an important aspect of talent training and plays an extremely important role in the development of human beings. For high school education, cultivating its comprehensive literacy is the most important goal of high school education, and mathematics literacy is an important link in high school education. With the development of the new curriculum reform in China, in the Mathematics Curriculum Standard of General Senior High School issued by the Ministry of Education in 2003, the requirement of teaching activities of mathematics culture in the middle school stage is clearly put forward, and the "basic idea" of mathematics curriculum is put forward. It is also explicitly mentioned that "mathematics is an important part of human culture." Mathematics courses should help students understand the role of mathematics in the development of human civilization and gradually form a correct view of mathematics. " Mathematics affects society. As a basic science, the development of mathematics promotes the development of society. In the social development, the mathematics system is gradually consummating, the mathematics discipline content is also developing step by step. Starting from the existing research, this paper analyzes and combs the literature on mathematical culture and mathematical literacy, and expounds some basic theories about mathematical cultural literacy, mainly combing the concept, connotation and characteristics of mathematical cultural literacy. Elements and the educational value of mathematical culture. In addition, taking senior high school students as the research object, this paper analyzes the overall level of mathematics cultural literacy of senior high school students by questionnaire, which includes two parts: one is the descriptive statistics of mathematics cultural knowledge scores; The other part is the descriptive analysis of the understanding of mathematical culture. The analysis of the overall level is a topic-by-topic description of the questionnaire. On the other hand, the differences between different grades and different genders in mathematics cultural literacy are deeply and systematically analyzed, and the following conclusions: 1: 1 are obtained. From the overall level analysis of the two parts of the data, high school students have a certain level of mathematics and cultural literacy, but the level is not high. 2. There is a significant difference between the mathematics cultural literacy of the first grade students and that of the sophomore students. The mathematics cultural literacy of the sophomore students is obviously better than that of the first year students. However, there is no significant difference between the mathematics cultural literacy of the sophomore students and that of the third grade students. 3. There is no obvious difference between the sexes of high school students in mathematics literacy. There was no significant difference between boys and girls in mathematical cultural literacy, but boys' mathematical cultural literacy was slightly better than that of girls in terms of the scores of mathematical cultural knowledge and the recognition of mathematical culture. According to the first three parts of the theoretical combing and empirical analysis of the results, and the development of senior high school students' mathematical cultural literacy problems and reasons for in-depth analysis, In the fourth chapter, the author puts forward the concrete countermeasures and schemes to improve the mathematics cultural literacy of senior high school students. Specifically, it is to grasp the key period for students to acquire mathematics culture, to teach, to introduce the case teaching of mathematics culture into the classroom teaching process, and to create the classroom teaching situation with mathematics culture. This paper deals with the relationship between mathematics culture education and "double basis" teaching, and guides students to solve practical problems by applying mathematics.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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