中日高中数学教科书中概率与统计内容的比较研究

发布时间：2018-06-24 16:31

本文选题：高中数学 + 教科书　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：近年来,课程标准和教科书比较成为学者们关注的热点话题,对不同国家的课程标准和教科书进行比较分析,能够促进我国高中数学教育的发展。本文对中国和日本高中数学课程标准和教科书的概率与统计内容进行了比较研究,在对两国课程标准相应内容进行比较的基础上,运用文献研究法、比较研究法、定性分析和定量分析法对中国《普通高中课程标准实验教科书·数学(B版)》和日本《高等学校数学科用数学》(启林馆·新修订版)这两个版本的高中数学教科书中概率与统计部分的内容引入方式、内容结构、内容的深度和广度、例题和习题的题量与难度四个维度进行了比较研究,旨在通过对这两个版本教科书的比较研究,发现两国教科书的异同点,对我国的高中数学教科书概率与统计内容的编写提出一些参考性建议,以便更好地促进高中概率与统计内容的教学。通过比较,得到以下四点结论:(1)从课程标准看,日本课程标准更注重数学活动,强调对知识的理解和灵活运用,我国则更强调通过实例使学生学习理解知识。(2)从教科书的组织形式看,我国教科书的栏目设置较为丰富,日本教科书的栏目设置比较单一,但比较精练,日本的补充阅读部分重视知识点的解释,注重知识的深入学习。(3)从教科书的知识呈现方面看,两国数学教科书对概率与统计内容知识的讲解都较为系统和规律,我国高中数学教科书中的概率知识点含量多于日本,而统计知识点少于日本,但我国高中数学对概率与统计知识的学习深度均不如日本。(4)从例题和习题的设置方面看,我国的例题和习题量明显多于日本,但所分层次不如日本详细,就例题和习题的难度而言,日本的例习题难于我国,我国更侧重基础知识的掌握。基于上述结论,为我国高中数学教科书的编写提出了一些建议:应加强培养学生的发散思维和创新能力;应对教科书的有关习题进行精炼;教科书应倾向于综合编排;例题应加设分层,加强与其他知识体系的联系,在正文中适当地融入相关的数学史和数学文化内容。
[Abstract]:In recent years, the comparison of curriculum standards and textbooks has become a hot topic that scholars pay attention to. The comparative analysis of curriculum standards and textbooks in different countries can promote the development of high school mathematics education in China. This paper makes a comparative study on the content of probability and statistics of Chinese and Japanese high school mathematics curriculum standards and textbooks. On the basis of comparing the corresponding contents of the curriculum standards between the two countries, this paper applies the literature research method and the comparative research method. Qualitative Analysis and quantitative Analysis of the two versions of Senior Middle School Mathematics textbooks in China (Edition B) and Japan (Mathematics for Mathematics in institutions of higher Learning) (new revised edition of Qilin Pavilion) The way in which the content of the probability and statistics section is introduced, The content structure, the depth and breadth of the content, the quantity and difficulty of the examples and exercises are compared and studied in order to find the similarities and differences between the two textbooks through the comparative study of the two versions of textbooks. In order to better promote the teaching of probability and statistics in senior high school, some suggestions are put forward for the compilation of probability and statistics of senior high school mathematics textbooks in our country. By comparison, the following four conclusions are drawn: (1) from the perspective of curriculum standards, Japanese curriculum standards pay more attention to mathematical activities and emphasize understanding and flexible use of knowledge. Our country, on the other hand, emphasizes making students learn and understand knowledge through examples. (2) in terms of the organization of textbooks, the column setup of textbooks in our country is relatively rich, while that of Japanese textbooks is relatively simple, but relatively concise. The supplementary reading in Japan attaches importance to the interpretation of knowledge points and to the in-depth study of knowledge. (3) in terms of the presentation of knowledge in textbooks, the explanation of probability and statistical content in the mathematics textbooks of the two countries is more systematic and regular. The content of probability knowledge in Chinese senior high school mathematics textbooks is more than that in Japan, but the statistical knowledge is less than that in Japan. However, the study depth of probability and statistics knowledge in senior high school mathematics in our country is not as deep as that in Japan. (4) from the point of view of setting up examples and exercises, The number of examples and exercises in our country is obviously more than that in Japan, but the levels are not as detailed as in Japan. In terms of the difficulty of examples and exercises, the Japanese example exercises are difficult for our country, and our country pays more attention to the mastery of basic knowledge. Based on the above conclusions, some suggestions are put forward for the compilation of senior high school mathematics textbooks in China: to strengthen the cultivation of students' divergent thinking and innovation ability, to refine the relevant exercises of textbooks, to make textbooks tend to be arranged in a comprehensive way; Examples should be stratified, strengthen the relationship with other knowledge systems, and properly incorporate the relevant mathematical history and mathematical culture in the text.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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