国内初中数学教材中“统计与概率”内容的难度对比研究
发布时间：2018-10-05 09:18
【摘要】：教材改革是基础教育课程改革的重要方面,而教材难度又是教材组成中的重点部分,有效地把握教材难度,是新课程改革的一个重点工作。“统计与概率”内容在当代受到越来越多的重视,在初中数学教学中占据着重要的地位,但是不同版本之间在内容的广度、深度以及习题的难度等方面存在较大差异,因此需要对其难度进行深入地对比研究。选取初中四年学制下的人教版、鲁教版和沪教版数学教材,以其中的“统计与概率”作为研究对象,采用新课改组长史宁中等建立的“课程难度模型”和鲍建生建立的“数学题综合难度模型”,分别从课程难度和习题难度两个方面进行定量分析,从而比较不同版本之间的难度差异,为教材的编写、教师的教学等提供建议和依据。在课程难度部分,得出课程难度的大小顺序为:沪教版的课程难度最大,鲁教版次之,人教版较小,《数学课程标准》最小。在习题难度部分,得出的结论是:鲁教版在“背景、推理、运算”这三个因素上均高于其他两个版本,人教版在“探究、知识含量”两个因素上是占优势的。总体上来说,沪教版的难度是最低的。最后,根据得出的难度结论,深入分析每一种版本的教材情况,提出针对性的优化意见。对于沪教版,主要存在的问题是课时量少,题目与生活背景联系相对较少,应着重从这两个方面进行优化。鲁教版存在的主要问题是习题数量过多,应当筛选出具有代表性的题目供学生练习,另外,鲁教版绝大多数为基础题目,知识含量少,不利于学生形成完整的知识结构,所以在题目设计上应当注重增加题目知识量。人教版的最大特点是课时量过大,容易导致时间利用效率不高,可以适当缩短课时量,或者进行有效地知识拓展。
[Abstract]:Teaching material reform is an important aspect of the basic education curriculum reform, and the difficulty of teaching material is the key part of the teaching material composition. It is a key work of the new curriculum reform to grasp the difficulty of the teaching material effectively. More and more attention has been paid to the content of "Statistics and probability" in the contemporary times, which occupies an important position in mathematics teaching in junior high school. However, there are great differences in the breadth, depth and difficulty of exercises between different versions of the contents. Therefore, it is necessary to carry on the deep contrast research to its difficulty. In this paper, we choose the mathematics teaching materials of the four years junior high school system, including the "statistics and probability" as the research object, and the mathematics textbooks of the four years of junior high school, the Lujiao edition and the Shanghai edition. Adopting the "course difficulty model" established by Shi Ningzhong, the new curriculum reform leader, and the "mathematics comprehensive difficulty model" by Bao Jiansheng, respectively, the quantitative analysis is carried out from the two aspects of the course difficulty and the exercise difficulty. Therefore, the differences between different versions of the difficulty are compared, and suggestions and bases are provided for the compilation of teaching materials and the teaching of teachers. In the difficulty part of the course, the order of the difficulty of the course is as follows: the Shanghai edition is the most difficult, the Lu version is the second, the human version is small, and the Mathematics Curriculum Standard is the least. In the difficulty part of the exercises, the conclusion is that the three factors of "background, reasoning and operation" are higher than those of the other two versions, while the two factors of "inquiry and knowledge content" are dominant. On the whole, the Shanghai version of the difficulty is the lowest. Finally, according to the difficulty conclusion, this paper analyzes the situation of each version of the textbook, and puts forward some suggestions for optimization. For the Shanghai Education Edition, the main problem is that the amount of class hours is less, the connection between the topic and the living background is relatively small, so we should focus on the optimization from these two aspects. The main problem of the Lu education edition is that the number of exercises is too large, so we should screen out representative questions for students to practice. In addition, most of the problems in the Lu education edition are based on the topic, and the knowledge content is less, which is not conducive to the formation of the complete knowledge structure of the students. So in the topic design should pay attention to increase the amount of topic knowledge. The biggest characteristic of the edition is that the amount of class hours is too large, which can lead to inefficient use of time, which can shorten the amount of class hours or expand knowledge effectively.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2252836
[Abstract]:Teaching material reform is an important aspect of the basic education curriculum reform, and the difficulty of teaching material is the key part of the teaching material composition. It is a key work of the new curriculum reform to grasp the difficulty of the teaching material effectively. More and more attention has been paid to the content of "Statistics and probability" in the contemporary times, which occupies an important position in mathematics teaching in junior high school. However, there are great differences in the breadth, depth and difficulty of exercises between different versions of the contents. Therefore, it is necessary to carry on the deep contrast research to its difficulty. In this paper, we choose the mathematics teaching materials of the four years junior high school system, including the "statistics and probability" as the research object, and the mathematics textbooks of the four years of junior high school, the Lujiao edition and the Shanghai edition. Adopting the "course difficulty model" established by Shi Ningzhong, the new curriculum reform leader, and the "mathematics comprehensive difficulty model" by Bao Jiansheng, respectively, the quantitative analysis is carried out from the two aspects of the course difficulty and the exercise difficulty. Therefore, the differences between different versions of the difficulty are compared, and suggestions and bases are provided for the compilation of teaching materials and the teaching of teachers. In the difficulty part of the course, the order of the difficulty of the course is as follows: the Shanghai edition is the most difficult, the Lu version is the second, the human version is small, and the Mathematics Curriculum Standard is the least. In the difficulty part of the exercises, the conclusion is that the three factors of "background, reasoning and operation" are higher than those of the other two versions, while the two factors of "inquiry and knowledge content" are dominant. On the whole, the Shanghai version of the difficulty is the lowest. Finally, according to the difficulty conclusion, this paper analyzes the situation of each version of the textbook, and puts forward some suggestions for optimization. For the Shanghai Education Edition, the main problem is that the amount of class hours is less, the connection between the topic and the living background is relatively small, so we should focus on the optimization from these two aspects. The main problem of the Lu education edition is that the number of exercises is too large, so we should screen out representative questions for students to practice. In addition, most of the problems in the Lu education edition are based on the topic, and the knowledge content is less, which is not conducive to the formation of the complete knowledge structure of the students. So in the topic design should pay attention to increase the amount of topic knowledge. The biggest characteristic of the edition is that the amount of class hours is too large, which can lead to inefficient use of time, which can shorten the amount of class hours or expand knowledge effectively.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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