“常用逻辑用语”的教学分析与建议

发布时间：2019-04-11 09:48

【摘要】：《普通高中数学课程标准(实验)》(以下简称《新课标》)在课程目标中指出了常用逻辑用语在数学表述与论证、交流中的工具性作用,但对于常用逻辑用语的教学如何有效的结合新课标理念实施(由理解内容到深化思想方法)、如何正确对待大纲版“简易逻辑”的教学定位的改动以及两者在培养学生的逻辑思维能力上的功用等问题都没有详尽地阐述,故亟待进一步研究。本文以高中数学“常用逻辑用语”作为切入点,结合自身学习和教学实践,浅谈常用逻辑用语的新课标实践策略,分析优劣并探究“常用逻辑用语”的真正落脚点,为深化《新课标》精神提供借鉴。全文共有三节。第一节重点阐述了“常用逻辑用语”的研究背景、理论价值和实践意义及教情分析。围绕着“常用逻辑用语”、“数理逻辑”与“逻辑思维能力”三者关系,反映了本课题研究的必要性及重要性。第二节针对“常用逻辑用语”教学中的诸多问题,如教材演变史与教学定位、关键核心易错问题、逻辑规则的习得以及数学思想方法的再现做了较为详尽的分析,旨在深层次理解常用逻辑用语内容。第三节在典型课例“充分条件与必要条件”的基础上对“常用逻辑用语”的教材提出了些许建议,并极力倡导中学逻辑的教学定位应适度“生活化”、应力求“工具化”,让学生学的有趣、并能积极做到知识迁移,做一名能明辨是非且能说理清楚的纳税人。此外,也指出了研究中的不足。
[Abstract]:The Standard of Mathematics Curriculum (experiment) in Senior High School (hereinafter referred to as the New Curriculum Standard) points out the instrumental role of commonly used logical terms in mathematical expression, argumentation and communication in the course objectives. However, how to effectively combine the teaching of common logical language with the idea of new curriculum standard (from understanding the content to deepening the thinking method), How to correctly treat the change of teaching orientation of the outline version of "simple Logic" and the function of both in cultivating students' logical thinking ability are not elaborated in detail, so it is urgent to study them further. Taking "commonly used logical terms" in high school mathematics as the starting point, combining with self-study and teaching practice, this paper discusses the new curriculum standard practice strategy of commonly used logical terms, analyzes the merits and demerits, and probes into the true foothold of "commonly used logical terms". It provides reference for deepening the spirit of the New Curriculum Standard. There are three sections in the paper. The first section focuses on the research background, theoretical value, practical significance and teaching situation analysis of the commonly used logical terms. The relationship among "commonly used logical terms", "mathematical logic" and "logical thinking ability" reflects the necessity and importance of the research on this subject. The second section makes a detailed analysis of many problems in the teaching of "commonly used logical terms", such as the history of textbook evolution and teaching orientation, the key core error-prone problem, the acquisition of logical rules and the reproduction of mathematical thought methods. The aim is to understand in depth the content of commonly used logical terms. The third section puts forward some suggestions on the teaching materials of "common logic language" on the basis of the typical class example "sufficient conditions and necessary conditions", and strongly advocates that the teaching orientation of logic in middle schools should be moderately "life-oriented" and should strive for "instrumentalization". Let students learn interesting, and can actively achieve knowledge transfer, be a clear-cut and clear-cut taxpayer. In addition, the deficiencies in the study are also pointed out.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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