本文關(guān)鍵詞：高中生數(shù)學語言轉(zhuǎn)換能力的研究　出處：《東北師范大學》2015年碩士論文　論文類型：學位論文

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【摘要】：德國數(shù)學家漢斯·拉德梅徹指出：“數(shù)學,由于它的語言、記法以及看上去顯得奇特的符號,就像一堵高墻,把它和周圍世界隔開了”。因此,為了幫助學生理解數(shù)學語言,掌握使用它的規(guī)律,我們有必要對數(shù)學語言的特點和意義進行討論,提出培養(yǎng)學生理解數(shù)學語言和掌握數(shù)學語言轉(zhuǎn)換的方法。數(shù)學語言狹義的說法就是指數(shù)學符號語言,由于符號語言本身簡潔、抽象的特點使學生學習和理解起來有一定的困難,使之成為學好數(shù)學的重要“障礙”。近幾年來對于數(shù)學語言特別是數(shù)學語言轉(zhuǎn)換的研究已經(jīng)引起了專家、學者以及教育工作者的關(guān)注。高考試題中關(guān)于數(shù)學語言轉(zhuǎn)換能力的測試題目也更加頻繁出現(xiàn),但在實際教學中似乎還沒有足夠重視。本文首先通過文獻分析的方法界定了數(shù)學語言、數(shù)學語言的分類、數(shù)學語言的轉(zhuǎn)換等相關(guān)概念,以及對數(shù)學語言及轉(zhuǎn)換方面的研究結(jié)果進行總結(jié)。其次根據(jù)數(shù)學語言的呈現(xiàn)形式將其分為文字語言、符號語言、圖式語言三類,結(jié)合問卷調(diào)查法與訪談法,以綏化市第一中學(S校)和大慶一中(D校)高三年級共820名學生為研究對象。在solo分類評價理論的基礎(chǔ)上對當前高中生數(shù)學語言轉(zhuǎn)換能力的情況進行定性分析,具體的劃分和評估了高中生三類數(shù)學語言轉(zhuǎn)換能力的水平。最后,考察了學生的三類數(shù)學語言轉(zhuǎn)換能力之間是否存在顯著性差異,結(jié)果顯示符號語言的轉(zhuǎn)換能力與圖形語言的轉(zhuǎn)換能力之間差異顯著；分析了數(shù)學語言轉(zhuǎn)換能力與學生的數(shù)學成績之間的關(guān)系。結(jié)果顯示每一種數(shù)學語言轉(zhuǎn)換的能力都影響學生的數(shù)學成績,也就是說學生數(shù)學語言轉(zhuǎn)換能力越強,數(shù)學成績也相應(yīng)地越好。最后針對調(diào)查問卷中學生暴露出的問題提出合理化的教學建議與策略。
[Abstract]:German mathematician Hans Radmecher pointed out, "Mathematics, because of its language, notation, and signs that look strange, is like a wall that separates it from the world around it." In order to help students understand mathematical language and master the rules of its use, it is necessary to discuss the characteristics and significance of mathematical language. This paper puts forward a method to train students to understand mathematical language and master the transformation of mathematical language. The narrow meaning of mathematical language refers to mathematical symbolic language, because the symbolic language itself is simple. Abstract features make it difficult for students to learn and understand, and it becomes an important obstacle to learning mathematics well. In recent years, the study of mathematical language, especially mathematical language conversion, has aroused experts. Scholars and educators pay close attention. The questions about the ability of mathematical language conversion also appear more frequently in the examination questions of college entrance examination. However, it seems that there is not enough attention in the actual teaching. Firstly, this paper defines the concepts of mathematical language, classification of mathematical language, transformation of mathematical language and so on through the method of literature analysis. And the results of mathematical language and transformation are summarized. Secondly, according to the presentation of mathematical language, it is divided into three categories: literal language, symbolic language, schema language, combined with questionnaire survey and interview. Suihua No. 1 Middle School) and Daqing No. 1 Middle School). A total of 820 senior high school students were selected as the research objects. Based on the solo classification evaluation theory, the qualitative analysis of the current high school students' mathematical language conversion ability was carried out. Finally, the author investigates whether there is a significant difference between the three types of mathematical language conversion ability of high school students. The results show that there is a significant difference between the transformation ability of symbolic language and that of graphic language. This paper analyzes the relationship between mathematical language conversion ability and students' mathematical achievement. The result shows that each mathematical language conversion ability affects students' mathematics achievement, that is to say, the stronger the students' mathematical language conversion ability is. Finally, the rational teaching suggestions and strategies are put forward in view of the problems exposed by the students in the questionnaire.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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