数学文化在初中数学教学中的渗透研究

发布时间：2018-11-20 12:19

【摘要】：数学是一种文化,数学的教学可以称之为文化的教学,即为数学文化的教学。随着中小学数学课程改革的实施,越来越多的研究者开始重视数学文化在教学中的渗透作用,剖析数学文化渗透的全过程。“数学文化”的教学已经慢慢步入数学课堂,构建新型的数学文化课堂,在教学中发挥数学文化的魅力作用,充分体现了数学的科学应用价值与美学价值。本文主要包括七个方面:第一部分是绪论,介绍了课题提出的背景,研究的国内外现状、目的、意义与方法。第二部分是对数学文化的相关研究综述,包括数学文化的界定、数学文化的特点、数学文化的价值、研究的理论基础。第三部分是数学文化在初中数学教学中渗透现状调查,分为调查目的、调查对象与方法、调查内容、调查结果、调查现状分析。第四部分是有关初中数学教学中渗透数学文化的实验研究,主要是实验设计、实验相关变量、实验实施过程、实验调查结果四大部分。第五部分是数学文化缺失的原因分析,主要有以下三个方面:(1)教师自身数学文化素质不高;(2)数学课堂中数学文化渗透不够;(3)教材与试题对数学文化的导向不强。第六部分是有关初中数学教学中渗透数学文化的策略,根据文化缺失的原因,提出三点策略:(1)教师努力提高自身数学文化素养;(2)将数学文化融入数学课堂;(3)考试试题彰显数学文化魅力。第七部分是反思与总结。本课题的研究是在宁波市三所中学的问卷调查与访谈的基础之上完成的。本研究表明,在初中数学教学中,有意识地渗透数学文化是推进数学文化发展的有效途径之一。数学文化在初中数学教学中的渗透是个持久并深远的过程,需要教师大胆尝试,提倡数学文化与数学教学的有机统一。
[Abstract]:Mathematics is a culture, mathematics teaching can be called cultural teaching, that is, mathematics culture teaching. With the implementation of mathematics curriculum reform in primary and secondary schools, more and more researchers begin to pay attention to the permeation function of mathematics culture in teaching, and analyze the whole process of mathematics culture penetration. The teaching of "mathematics culture" has entered the mathematics classroom slowly, constructs the new mathematics culture classroom, in the teaching exerts the mathematics culture the charm function, has fully manifested the mathematics science application value and the esthetics value. This article mainly includes seven aspects: the first part is the introduction, introduces the background, the domestic and foreign present situation of the research, the purpose, the significance and the method. The second part is a summary of the related research on mathematical culture, including the definition of mathematical culture, the characteristics of mathematical culture, the value of mathematical culture, and the theoretical basis of the research. The third part is the investigation of the infiltration of mathematics culture in junior high school mathematics teaching, which is divided into investigation purpose, investigation object and method, investigation content, investigation result, investigation present situation analysis. The fourth part is about the experimental research on the penetration of mathematics culture in mathematics teaching in junior high school, mainly about the experimental design, experimental variables, the process of experiment implementation, and the results of experimental investigation. The fifth part is the analysis of the reasons for the lack of mathematics culture, which mainly includes the following three aspects: (1) the teachers' own mathematics culture quality is not high; (2) the mathematics culture penetration in mathematics classroom is not enough; (3) the guidance of teaching materials and test questions to mathematics culture is not strong. The sixth part is about the strategy of infiltrating mathematics culture in mathematics teaching in junior high school. According to the reasons of cultural deficiency, three strategies are put forward: (1) teachers try hard to improve their own mathematics cultural accomplishment; (2) integrate mathematics culture into mathematics classroom; (3) the examination questions show the charm of mathematics culture. The seventh part is reflection and summary. The research is completed on the basis of questionnaires and interviews in three middle schools in Ningbo. This study shows that in junior high school mathematics teaching, consciously infiltrating mathematics culture is one of the effective ways to promote the development of mathematics culture. The permeation of mathematics culture in junior high school mathematics teaching is a lasting and far-reaching process, which requires teachers to make bold attempts to promote the organic unity of mathematics culture and mathematics teaching.
【学位授予单位】：广西民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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