沪台两地高中数学课程比较研究

发布时间：2018-10-18 19:54

【摘要】：本文对沪台两地的数学课程标准及数学教材分别进行了比较研究,欲得出两地课程标准与教材的差异性,并对上海今后课程标准与教材的编写,特别是二期课改的修订提供有价值的参考信息。在课程标准上,依次从课程设置、课程目标、课程内容三个方面展开。在教材上,依次从教材的结构、内容、例习题以及图文版面四个方面着手。在研究过程中,主要采用内容分析法、比较研究法、文献研究法以及统计分析法。通过比较研究发现:(1)两地的课程设置相似,都满足了学生在数学学习中“共性与个性”、“打好基础与发展能力”的基本需求。(2)两地课程目标的表示方式差异较大,上海《课标》构建了多维度、有层次的目标体系,更为全面具体。(3)两地的课程内容虽有相同的部分,但在某一具体章节上,上海课程略难于台湾课程。(4)两地教材在结构上虽然有相似部分,但台湾翰林版教材采用的是二级结构(章—节),而上海沪教版教材懫用的是三级结构(章—节—课时)。并且沪教版教材中有较多的“注意”、“思考”、“问题”等特色栏目,对学生的启发引导性十分看重。(5)两版教材对于同一内容知识点的选取在广度、深度以及难度上不太一样,例如指数与对数函数、圆锥曲线、向量、微积分等内容。(6)台湾翰林版教材更重视例题的典型演示作用,采用“一例一练”模式,让学生通过模仿加深巩固所学知识;而沪教版教材更重视学生的自主性学习,探究型题目设置得较多。两地教材例习题的选取都很好地体现了数学与其他学科、数学与实际生活的紧密联系。(7)两地教材都配以较多的插图以吸引学生的注意力,激发学生对数学的学习兴趣。其中,翰林版教材的版面更清新自然,而沪教版教材的版面则显得严谨肃静。在比较研究的基础上,对上海地区课程标准与教材的编写提出几点建议:(1)在编写课程目标时,应采用简洁且明确的言语和有条理性的形式;(2)在研究某一具体知识的过程中,教材应多关注本学科在其他领域对这一知识的应用;(3)书本中对于所有问题的研究,包括例题的设置以及解法都应该体现相应知识内容的思想方法;(4)对于某些能与大学衔接的准备知识要适时适量的进行渗透;(5)教材应引入更多的关于数学家介绍等数学史材料;(6)教材的习题量应适当减少,并降低部分习题的难度,增强习题的针对性;(7)教材的图文版面应设置得更加丰富多彩,提升学生对数学学科的学习兴趣。
[Abstract]:This paper makes a comparative study on the mathematics curriculum standards and teaching materials in Shanghai and Taiwan, in order to find out the differences between the curriculum standards and teaching materials of the two places, and to compile the curriculum standards and textbooks in Shanghai in the future. In particular, the revision of the second class reform provides valuable reference information. In the course standard, in turn from the curriculum setup, the curriculum goal, the curriculum content three aspects unfolds. In the teaching material, start from the structure, content, example exercises and graphic layout of the textbook in turn. In the research process, the main methods are content analysis, comparative research, literature research and statistical analysis. Through the comparative study, it is found that: (1) the curriculum of the two places is similar, both meet the students' basic needs of "commonness and individuality" and "laying a good foundation and developing ability" in mathematics study. (2) the expression of curriculum objectives in the two places is quite different. Shanghai "Curriculum Standard" constructs a multi-dimensional, hierarchical goal system, which is more comprehensive and specific. (3) although the curriculum content of both places has the same part, but in a specific chapter, Shanghai curriculum is a little more difficult than Taiwan curriculum. (4) although there are similar parts in the structure of the teaching materials in the two places, the second class structure is adopted in the Hanlin edition of Taiwan, while the Shanghai teaching edition uses the three-level structure (chapter-section-class hours). And there are many special columns such as "attention", "thinking" and "problems" in the Shanghai Education Edition. (5) the selection of knowledge points of the same content in the two editions of teaching materials is very important to the students' inspiration and guidance. (5) the selection of the knowledge points of the same content in the two editions of textbooks is in the breadth. The depth and difficulty are different, such as index and logarithmic function, conic curve, vector, calculus and so on. (6) Taiwan Hanlin textbook pays more attention to the typical demonstration function of example, and adopts "one case one practice" model. Let students through imitation to deepen the consolidation of knowledge, while the Shanghai edition of teaching materials more emphasis on independent learning, inquiry topics set more. The selection of textbook exercises in both places well reflects the close relationship between mathematics and other subjects, mathematics and actual life. (7) both textbooks are accompanied by more illustrations to attract students' attention and stimulate students' interest in learning mathematics. Among them, Hanlin version of the layout is more fresh and natural, and the Shanghai edition of the layout is rigorous and quiet. On the basis of comparative study, this paper puts forward some suggestions on the compilation of curriculum standards and textbooks in Shanghai: (1) the curriculum objectives should be written in a concise and clear language and organized form; (2) in the process of studying a specific knowledge, Textbooks should pay more attention to the application of this knowledge in other fields of the subject; (3) the study of all issues in books, Including the setting of examples and solutions should reflect the corresponding knowledge of the ideological content; (4) for some of the preparatory knowledge that can link up with the university should be timely and appropriate infiltration; (5) the textbook should introduce more about mathematicians and so on. (6) the amount of exercises in teaching materials should be reduced. It also reduces the difficulty of some exercises and strengthens the pertinence of the exercises. (7) the graphic and textual layout of the textbook should be more colorful to enhance the students' interest in learning mathematics.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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