本文選題：數(shù)學(xué)文化　切入點(diǎn)：教育場(chǎng)　出處：《四川師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：數(shù)學(xué)是一種文化,數(shù)學(xué)文化是人類社會(huì)優(yōu)秀的、先進(jìn)的文化。數(shù)學(xué)文化的傳承、傳播、弘揚(yáng)、發(fā)展,讓人類的學(xué)習(xí)、生活和工作變得更加幸福和美好!數(shù)學(xué)教學(xué),就是數(shù)學(xué)文化的教學(xué);數(shù)學(xué)課堂,應(yīng)是數(shù)學(xué)文化流淌的地方。數(shù)學(xué)文化教育場(chǎng)是傳承、傳播、宏揚(yáng)與發(fā)展數(shù)學(xué)文化的“路”和“橋”!本文主要對(duì)從理論與實(shí)證兩個(gè)維度,探析了數(shù)學(xué)文化教育場(chǎng)的因素及其關(guān)系。首先,通過相關(guān)文獻(xiàn)綜述,發(fā)現(xiàn):國內(nèi)外對(duì)數(shù)學(xué)文化教育場(chǎng)的研究很少,尤其缺少對(duì)該場(chǎng)的特性研究,幾乎沒有該場(chǎng)因素的探析,而且大多以理論思辨為主,缺乏實(shí)證研究。由此確立了本研究的重點(diǎn)。接著,在理論的維度,重新界定了數(shù)學(xué)文化教育場(chǎng)的概念,探析了數(shù)學(xué)文化教育場(chǎng)的兩個(gè)元素,三個(gè)層次,四個(gè)維度。數(shù)學(xué)文化教育場(chǎng)的定義是:在一定的時(shí)空中,物理環(huán)境、數(shù)學(xué)文化資源、數(shù)學(xué)文化教育者、數(shù)學(xué)文化受教育者等以信息、能量和物質(zhì)的方式進(jìn)行著數(shù)學(xué)文化的傳承、傳遞和再創(chuàng)造等相互作用,而構(gòu)成的一個(gè)影響人總體生成和發(fā)展的關(guān)系網(wǎng)絡(luò)。數(shù)學(xué)文化教育場(chǎng)的兩種元素:數(shù)學(xué)文化教育“源”:物理環(huán)境、數(shù)學(xué)文化教育者、數(shù)學(xué)文化受教育者、數(shù)學(xué)文化資源等;數(shù)學(xué)文化教育“流”:物質(zhì)流、情感流、能量流。數(shù)學(xué)文化教育場(chǎng)的三個(gè)層次:數(shù)學(xué)文化情景場(chǎng)、數(shù)學(xué)文化活動(dòng)場(chǎng)、數(shù)學(xué)文化心理場(chǎng)。數(shù)學(xué)文化教育場(chǎng)的四個(gè)維度:環(huán)境感知場(chǎng)、數(shù)學(xué)認(rèn)知場(chǎng)、數(shù)學(xué)情感場(chǎng)、社會(huì)權(quán)利場(chǎng)。第三,在實(shí)證的維度,通過對(duì)于成都市某小學(xué)與初中的298名學(xué)生問卷調(diào)查,確認(rèn)了數(shù)學(xué)文化教育場(chǎng)各因素對(duì)不同年級(jí)、不同性別、不同數(shù)學(xué)成績(jī)、不同喜愛數(shù)學(xué)程度的學(xué)生存在影響且差異顯著。而數(shù)學(xué)文化的課堂是數(shù)學(xué)文化“流淌”的地方,筆者全程參加了成都某高校數(shù)學(xué)與應(yīng)用數(shù)學(xué)專業(yè)《初等幾何研究》的全部課程的工作與學(xué)習(xí),該課程增加了一個(gè)新環(huán)節(jié)“數(shù)學(xué)作文”。通過對(duì)于學(xué)生所提交的“數(shù)學(xué)作文”文本進(jìn)行深度地分析,發(fā)現(xiàn):數(shù)學(xué)文化教育場(chǎng)各個(gè)因素是存在的,并且深刻地影響著大多數(shù)學(xué)生的感知、認(rèn)知、情感、意志。最后,提出未來研究的展望。以后將基于數(shù)學(xué)教師的訪談、數(shù)學(xué)課堂真實(shí)案例等,凸顯突出數(shù)學(xué)文化教育特色,進(jìn)一步補(bǔ)充和完善數(shù)學(xué)文化教育場(chǎng)的因素及其關(guān)系的相關(guān)理論。并且進(jìn)一步探索數(shù)學(xué)文化教育場(chǎng)的形成、效應(yīng)、性質(zhì)、規(guī)律、價(jià)值、功能、測(cè)量、建構(gòu)等。
[Abstract]:Mathematics is a kind of culture, mathematics culture is the outstanding and advanced culture of human society. The transmission, spread, promotion and development of mathematics culture make the study, life and work of human beings more happy and beautiful. Mathematics teaching is the teaching of mathematics culture; mathematics classroom should be the place where mathematics culture flows. The field of mathematics culture education is the "road" and "bridge" to inherit, spread, promote and develop mathematical culture! This paper mainly analyzes the factors and their relations of mathematical cultural education field from the two dimensions of theory and demonstration. Firstly, through the review of relevant literature, it is found that there are few researches on mathematical cultural education field at home and abroad. In particular, there is a lack of research on the characteristics of the field, almost no analysis of the field factors, and most of them are mainly theoretical thinking and lack of empirical research. Thus, the focus of this study is established. Then, in the theoretical dimension, This paper redefines the concept of mathematical cultural education field, probes into two elements, three levels and four dimensions of mathematical cultural education field. The definition of mathematical cultural education field is: in a certain time and space, physical environment, mathematical cultural resources. Mathematics culture educators, mathematics culture education recipients, etc., interact with each other by means of information, energy and material to carry on the transmission, transmission and re-creation of mathematical culture. The two elements of the field of mathematics culture education are: the source of mathematics culture education: physical environment, mathematics culture educator, mathematics culture educatee, mathematics culture education, mathematics culture resource, etc. "flow" of mathematical culture education: material flow, emotion flow, energy flow. Three levels of mathematical cultural education field: mathematical cultural scene field, mathematical cultural activity field, mathematical cultural psychological field. Thirdly, in the empirical dimension, 298 students from a primary school and junior middle school in Chengdu were investigated, and the factors of mathematics culture education field were confirmed to different grades and different gender. Students with different grades and degrees of mathematics have significant differences, and the classroom of mathematics culture is the place where mathematics culture flows. The author took part in the whole course of "Elementary Geometry Research" in the major of Mathematics and Applied Mathematics in a certain university in Chengdu. This course has added a new link, "Mathematical composition". Through the in-depth analysis of the "Mathematical composition" text submitted by the students, it is found that every factor exists in the field of mathematical culture and education. And it deeply affects the perception, cognition, emotion and will of most students. Finally, it puts forward the prospect of future research. In the future, it will be based on the interview of mathematics teachers, the real cases of mathematics classroom, etc., which will highlight the characteristics of mathematics culture and education. It also further explores the formation, effect, nature, law, value, function, measurement and construction of mathematical cultural education field.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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本文編號(hào)：1608495