数学美融入数学教学实践研究
发布时间：2018-11-20 10:04
【摘要】：本文从当前学生认为数学无趣无味这一普遍现象出发,结合新课程标准中对数学教育要体现数学美学价值的文化理念,借鉴了国内外学者对数学美与数学教育有关研究成果,并在他们关于数学美本质、来源以及数学与审美主体产生情感共鸣的理论基础上,提出了将数学美融入数学教学研究这一课题。本文大致可以分为三个部分,第一部分为第1、2章,阐述了当前教育因数学美的缺失对数学课堂教学以及学生的数学学习态度产生的消极影响,通过参考国内外有关数学美的研究方向和成果,从社会发展、数学课堂两个角度阐述了研究本课题的意义与目的,希望有助于改善当前数学课堂的现状,让学生在数学学习中感知、体验、追求数学美,在对数学美的欣赏与享受中培养学生的创造性思维能力,增强对数学学习的兴趣。第二部分是第3、4章,这部份给出了数学美的立意,即审美主体在进行数学活动的过程中产生的一种愉快的情感体验,这种数学活动包括了数学运算、对数学结论、公式的惊奇发现,对数学定理的逻辑推理,对数学猜想的巧妙证明以及数学在实践生活中的应用等等。同时分别对数学美的简洁、和谐、奇异这三种表现形式进行了论述,结合学生审美认知的心理发展特点,将发现美的过程分为感知数学美、理解数学美和探求数学美三个层面,由外及内层层深入的论证了数学美的形成过程。第三部分是第5、6章,这部分将数学美与数学教学联系起来,阐述了数学融入数学教学的审美价值、社会价值和文化价值,并在前面的理论基础之上,提出了数学美融入数学教学的策略,最后通过为期12周的教学实验对本文提出的策略进行评估,通过实验数据验证了策略的可行性和有效性。本文关于数学美融入数学教学的理论探讨的结论还包括:1、中学数学教师要提高自身的审美素养,才能更好的将数学美融入数学教学中;2、将数学美作为一种思想方法运用到中学数学教学改革中,对提高学生数学学习兴趣具有一定的参考价值。
[Abstract]:Starting from the common phenomenon that students think mathematics is boring and tasteless, combined with the cultural idea that mathematics education should embody the aesthetic value of mathematics in the new curriculum standard, this paper draws lessons from the research achievements of domestic and foreign scholars on mathematics beauty and mathematics education. On the basis of their theories about the essence and source of mathematical beauty and the emotional resonance between mathematics and aesthetic subject, this paper puts forward the subject of integrating mathematical beauty into mathematics teaching and research. This paper can be divided into three parts. The first part is chapter 1 and 2, which expounds the negative influence of the current education on mathematics classroom teaching and students' attitude towards mathematics learning due to the lack of mathematics beauty. By referring to the research direction and achievements of mathematics beauty at home and abroad, this paper expounds the significance and purpose of this research from the perspectives of social development and mathematics classroom, hoping to help improve the present situation of mathematics classroom. Let students perceive, experience and pursue the beauty of mathematics in mathematics study, cultivate students' creative thinking ability in appreciation and enjoyment of mathematical beauty, and enhance their interest in mathematics learning. The second part is Chapter 3, Chapter 4, which gives the idea of mathematical beauty, that is, the aesthetic subject in the process of mathematical activities produced a happy emotional experience, this mathematical activity includes mathematical operations, mathematical conclusions, The discovery of formulas, the logical reasoning of mathematical theorems, the clever proof of mathematical conjectures, and the application of mathematics in practical life, etc. At the same time, it discusses the three forms of mathematical beauty: conciseness, harmony and strangeness. Combining with the psychological development characteristics of students' aesthetic cognition, the process of discovering beauty is divided into three levels: perceiving mathematical beauty, understanding mathematical beauty and seeking mathematical beauty. The formation process of mathematical beauty is deeply demonstrated from outside and inside. The third part is Chapter 5: this part links mathematics beauty with mathematics teaching, and expounds the aesthetic value, social value and cultural value of mathematics integration into mathematics teaching, and on the basis of the previous theory. The strategy of integrating mathematics beauty into mathematics teaching is put forward. Finally, the strategies proposed in this paper are evaluated through a 12-week teaching experiment, and the feasibility and effectiveness of the strategies are verified by experimental data. The conclusions of this paper are as follows: 1. Mathematics teachers in middle schools should improve their aesthetic qualities in order to better integrate the beauty of mathematics into mathematics teaching; 2. Applying the beauty of mathematics as an ideological method to the reform of mathematics teaching in middle school has certain reference value for improving students' interest in mathematics learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
[Abstract]:Starting from the common phenomenon that students think mathematics is boring and tasteless, combined with the cultural idea that mathematics education should embody the aesthetic value of mathematics in the new curriculum standard, this paper draws lessons from the research achievements of domestic and foreign scholars on mathematics beauty and mathematics education. On the basis of their theories about the essence and source of mathematical beauty and the emotional resonance between mathematics and aesthetic subject, this paper puts forward the subject of integrating mathematical beauty into mathematics teaching and research. This paper can be divided into three parts. The first part is chapter 1 and 2, which expounds the negative influence of the current education on mathematics classroom teaching and students' attitude towards mathematics learning due to the lack of mathematics beauty. By referring to the research direction and achievements of mathematics beauty at home and abroad, this paper expounds the significance and purpose of this research from the perspectives of social development and mathematics classroom, hoping to help improve the present situation of mathematics classroom. Let students perceive, experience and pursue the beauty of mathematics in mathematics study, cultivate students' creative thinking ability in appreciation and enjoyment of mathematical beauty, and enhance their interest in mathematics learning. The second part is Chapter 3, Chapter 4, which gives the idea of mathematical beauty, that is, the aesthetic subject in the process of mathematical activities produced a happy emotional experience, this mathematical activity includes mathematical operations, mathematical conclusions, The discovery of formulas, the logical reasoning of mathematical theorems, the clever proof of mathematical conjectures, and the application of mathematics in practical life, etc. At the same time, it discusses the three forms of mathematical beauty: conciseness, harmony and strangeness. Combining with the psychological development characteristics of students' aesthetic cognition, the process of discovering beauty is divided into three levels: perceiving mathematical beauty, understanding mathematical beauty and seeking mathematical beauty. The formation process of mathematical beauty is deeply demonstrated from outside and inside. The third part is Chapter 5: this part links mathematics beauty with mathematics teaching, and expounds the aesthetic value, social value and cultural value of mathematics integration into mathematics teaching, and on the basis of the previous theory. The strategy of integrating mathematics beauty into mathematics teaching is put forward. Finally, the strategies proposed in this paper are evaluated through a 12-week teaching experiment, and the feasibility and effectiveness of the strategies are verified by experimental data. The conclusions of this paper are as follows: 1. Mathematics teachers in middle schools should improve their aesthetic qualities in order to better integrate the beauty of mathematics into mathematics teaching; 2. Applying the beauty of mathematics as an ideological method to the reform of mathematics teaching in middle school has certain reference value for improving students' interest in mathematics learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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