小学数学教科书中数学文化的呈现研究

发布时间：2018-03-19 18:17

本文选题：小学数学教科书　切入点：数学文化　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,不少学者在关注数学工具性价值的同时,也在不断提倡关注数学的文化价值。由此,“数学文化”逐渐成为社会和数学界备受关注的概念。《义务教育数学课程标准》中对数学文化价值的强调更是掀起倡导数学文化与小学数学教学内容融合的热潮。教科书作为数学知识的重要载体,全面且科学地呈现数学文化,便于其美育、德育和智育价值的充分发挥,是数学文化教学的基础和关键所在。本研究依据课程标准中提出的数学文化理念以及其他学者对数学文化内涵的阐释,把数学文化具体化,将数学文化定位为小学数学教科书中的数学文化,体现在数学美、数学史和数学的应用三方面。选取人民教育出版社出版的2013年教育部审定通过的义务教育小学数学教科书,以其数学文化的呈现现状为研究对象,对教科书中的数学文化进行分类归纳、整理分析。同时,采取访谈的形式,了解教师和学生对教科书中数学文化的感知与评价。基于此,提出数学文化在小学数学教科书中呈现的改进建议。本研究分为五部分:第一部分为绪论。交代选题的缘由及研究的意义,并对国内外的研究成果进行梳理和分析,提出研究的基本问题。同时对基本概念做出界定,确定研究方法。第二部分论述教科书中数学文化的内涵和教育价值。在参考2011年颁布的《义务教育数学课程标准》以及《普通高中数学课程标准》(实验稿)的基础上,分别对人教版小学数学教科书中的数学史、数学美、数学的应用进行内涵阐述,并总结数学文化所具有的美育价值、德育价值和智育价值,以此作为研究的理论支撑。第三部分为人教版小学数学教科书中数学文化的提炼与分析。主要从呈现内容、呈现形式两个方面展开。呈现内容包括数学史、数学美、数学的应用,并采用列表的形式对教科书中数学文化的内容做出归纳和分类。呈现方式主要包括阅读小资料、实践活动板块两种形式。在此基础上,总结出人教版小学数学教科书中数学文化呈现的乐观之处:依据课标,关注数学文化;紧跟教学,拓宽学生视野;注重历史,弘扬古代成就。需要改进的问题有:数学文化内容分布不均衡;以阅读材料为主,相对单一;编排分散,相对杂乱。第四部分为教师和学生对人教版小学数学教科书中数学文化的感知与评价。通过访谈的形式,分别了解教师和学生对数学文化尤其是人教版小学数学教科书中数学文化的感知和反馈建议。教师方面,对数学文化的理解较为片面,将教科书中数学文化定位成教学内容“附加品”的现象普遍,结合自身教学提出了丰富数学文化、内容更加生动有趣、设置专题学习等呈现建议。学生方面,忽视数学的文化价值,但学习数学文化的意愿明显,并表达了数学文化呈现应更具趣味性和开放性的观点。访谈结论成为完善数学文化在教科书中呈现的事实基础。第五部分为教科书中数学文化呈现的改进建议。其一,用全面且独到的眼光取材;其二,以主题螺旋式呈现;其三,图文并茂增加趣味性;其四,加强数学文化与教学内容的深度融合。
[Abstract]:In recent years, many scholars on mathematics tool value at the same time, has also been advocating cultural value concern of mathematics. Therefore, "mathematics culture" has gradually become the standard "compulsory education mathematics curriculum has attracted much attention. The concept of mathematics in society and emphasizes on the cultural value of mathematics is a fusion of mathematics culture and primary school the contents of mathematics teaching textbook boom. As an important carrier of mathematical knowledge, comprehensive and scientific presentation of mathematical culture, the aesthetic education, give full play to the value of moral education and intellectual education, is the foundation of mathematical culture teaching and puts forward the key. On the basis of the curriculum standards of mathematics culture and other scholars interpret the connotation of mathematics culture the mathematics culture specific, mathematics culture as culture of mathematics in primary school mathematics textbooks, reflected in the beauty of mathematics, history of mathematics and mathematics in the application of the three party From 2013 the Ministry of education. People's Education Publishing House of the approved compulsory education in primary school mathematics textbooks, to show the present situation of the mathematics culture as the research object, the mathematical culture in textbooks are summarized, analyzed. At the same time, take the form of interviews, to understand the teachers' and students' perception and evaluation of mathematical culture in textbooks based on this, put forward suggestions for improvement of mathematics culture in primary school mathematics textbook. This thesis is divided into five parts: the first part is the introduction. Explains the reason and research significance, and the research results of the review and analysis, the basic problems of research. At the same time to make sure the definition of basic conception. Research methods. The connotation and educational value of mathematics culture in the textbooks. The second part discusses the high standard in compulsory education mathematics curriculum > and < < reference issued in 2011 general In the mathematics curriculum standard "(experiment draft) on the basis of respectively to teach the history of mathematics, mathematics textbooks in primary school version of the beauty of mathematics, mathematics application illustrates the connotation of aesthetic value, and summarize the mathematical culture of moral value and intellectual value, as the theoretical support for the research. The third part is to teach people extraction and analysis of mathematical culture in primary school mathematics textbooks. Mainly from the presentation of content, presents two aspects of form. To show the contents including the history of mathematics, mathematics beauty, mathematics application, and uses the list form and sums up the classification of mathematical culture textbooks. The presentation includes reading data, practice plate two forms. On this basis, summed up the teaching of mathematics culture in the optimistic version of primary school mathematics textbooks: according to the curriculum, paying attention to the mathematical culture; followed by teaching, broaden their horizons; Pay attention to history, to carry forward the ancient achievements. The problems need to be improved: mathematics culture content distribution is not balanced; in reading materials, relatively simple arrangement; scattered, relatively messy. The fourth part for teachers and students to teach the perception and evaluation of mathematical culture in primary school mathematics textbooks of people. Through interviews, teachers and understand respectively the students of mathematics culture especially taught mathematics culture edition in primary school mathematics textbooks. Teachers' perception and feedback, the culture of mathematics understanding is one-sided, the textbook of mathematics culture into teaching content "additional" phenomenon, put forward a lot of mathematical culture combined with their own teaching content, more lively and interesting, set special study presented suggestions. Students, ignoring the cultural value of mathematics, but mathematics learning culture will significantly and express the mathematical culture present should be more interesting And open the view. Results become a reality basis for improving mathematics culture in textbooks. The fifth part is the presentation of recommendations for improvement of mathematics culture textbook. First, based on comprehensive and unique perspective; second, to show the theme of spiral; third, graphic and the interest is increased; fourth, strengthen the integration of mathematics culture and teaching content depth.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

【参考文献】