本文選題：中英比較 + 人教版　； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：隨著全球經(jīng)濟(jì)的飛速發(fā)展,國(guó)際教育的熱潮持續(xù)升溫,留學(xué)低齡化趨勢(shì)日益明顯,國(guó)際比較研究已經(jīng)成為當(dāng)今教育研究的一個(gè)熱點(diǎn)話題。鑒于數(shù)學(xué)學(xué)科緊密而大量的國(guó)際聯(lián)系及其廣泛的應(yīng)用性,中外數(shù)學(xué)課程對(duì)比研究是一項(xiàng)值得繼續(xù)深入探究的領(lǐng)域。本人本科畢業(yè)后在宜昌一中國(guó)際部任教,教授的內(nèi)容是引進(jìn)的英國(guó)劍橋國(guó)際考試委員會(huì)A-level課程。通過(guò)三年多的教學(xué)和研究,對(duì)英國(guó)A-level數(shù)學(xué)課程比較熟悉,繼而選擇中英高中數(shù)學(xué)課程做比較研究。本文主要研究的是中英高中數(shù)學(xué)課程向量部分的比較,研究的對(duì)象為國(guó)內(nèi)普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書人教A版數(shù)學(xué)必修4選修2-1和英國(guó)A-level課程劍橋國(guó)際考試委員會(huì)(Cambridge International Examinations,簡(jiǎn)稱CIE)代碼9709純數(shù)學(xué)13,主要應(yīng)用文獻(xiàn)分析法、比較法、實(shí)驗(yàn)法和訪談法完成本文的研究。中英高中數(shù)學(xué)教材在向量的處理上各具特色,課程教學(xué)大綱對(duì)教學(xué)內(nèi)容的要求各有千秋。英國(guó)CIE在初中階段就開(kāi)始介紹平面向量?jī)?nèi)容,高中階段進(jìn)一步學(xué)習(xí)空間向量、向量與直線和平面綜合應(yīng)用,我國(guó)普通高中將向量分為平面向量和空間向量?jī)蓚�(gè)板塊,分別呈現(xiàn)了向量的概念、代數(shù)運(yùn)算、向量的數(shù)量積等。教材內(nèi)容的不同,直接影響課程知識(shí)深度與廣度的差異,本文從課程時(shí)間、課程廣度和課程深度三個(gè)維度綜合比較了中英向量課程的難度。抽取向量章節(jié)復(fù)習(xí)題作為比較樣本題組,從探究、背景、運(yùn)算、推理和知識(shí)含量五個(gè)因素水平,對(duì)中英高中數(shù)學(xué)向量習(xí)題綜合難度做了比較分析。結(jié)合教育教學(xué)實(shí)踐,簡(jiǎn)要地介紹英國(guó)CIE9709數(shù)學(xué)課程體系、課程組合和考試機(jī)制,陳述A-level數(shù)學(xué)向量教學(xué)的主要特點(diǎn)。通過(guò)對(duì)比中英兩國(guó)高中數(shù)學(xué)向量?jī)?nèi)容中教學(xué)大綱的要求、知識(shí)結(jié)構(gòu)的分布、向量呈現(xiàn)方式、課程的綜合難度、例題與習(xí)題的編排以及復(fù)習(xí)備考和評(píng)價(jià)評(píng)判方式,發(fā)現(xiàn)兩國(guó)高中課程設(shè)置和評(píng)價(jià)體系的異同,在比較的基礎(chǔ)上分析差異形成的原因,找出我國(guó)高中數(shù)學(xué)課程和英國(guó)A-level高中數(shù)學(xué)課程值得參考和借鑒的部分,以便從中得到啟示,對(duì)兩國(guó)的數(shù)學(xué)課程改革提出一些個(gè)人建議作為理論參考。
[Abstract]:With the rapid development of the global economy, the upsurge of international education continues to heat up, and the trend of the younger age of studying abroad becomes increasingly obvious. International comparative research has become a hot topic in educational research nowadays. In view of the close and extensive international connection of mathematics and its wide application, the comparative study of Chinese and foreign mathematics curriculum is a field worthy of further exploration. I teach in the International Department of Yichang No. 1 Middle School after graduation, and teach the A-level course of Cambridge International examination Board. Through more than three years of teaching and research, we are familiar with the British A-level mathematics curriculum, and then choose Chinese and English senior high school mathematics curriculum to do comparative research. This paper mainly studies the comparison of the vector part of Chinese and English senior high school mathematics curriculum. The subjects of this study are the required 4 subjects 2-1 in the Chinese standard experiment textbook for senior high school curriculum A and the code 9709 pure mathematics of the Cambridge International examinations Committee (Cambridge International examinations Committee), which mainly applies the literature analysis method and the comparative method. The experimental method and the interview method complete the research of this paper. Chinese and English senior high school mathematics textbooks have their own characteristics in vector processing. The British CIE began to introduce the content of plane vector in junior middle school. In senior middle school, we further learn the application of space vector, vector and straight line and plane. The ordinary senior middle school in our country divides the vector into two sections: plane vector and space vector. The concept of vector, algebraic operation, number product of vector and so on are presented respectively. The difference of teaching material content directly affects the depth and breadth of curriculum knowledge. This paper comprehensively compares the difficulty of vector curriculum between Chinese and English from three dimensions of curriculum time, curriculum breadth and curriculum depth. Taking the vector chapter complex problem as the comparative sample problem group, this paper makes a comparative analysis on the comprehensive difficulty of Chinese and English senior high school mathematics vector exercises from the five factor levels of inquiry, background, operation, reasoning and knowledge content. Combined with educational teaching practice, this paper briefly introduces CIE9709 mathematics curriculum system, curriculum combination and examination mechanism, and describes the main characteristics of A-level mathematics vector teaching. By comparing the requirements of the syllabus, the distribution of knowledge structure, the way of vector presentation, the comprehensive difficulty of the course, the arrangement of examples and exercises, and the methods of reviewing and evaluating the mathematics vector in senior high school in China and Britain, This paper finds out the similarities and differences between the curriculum setup and evaluation system of senior high school in the two countries, analyzes the causes of the difference on the basis of comparison, and finds out the parts of mathematics curriculum in senior high school of our country and A-level senior high school in England that are worth reference and reference, so as to draw inspiration from it. Some personal suggestions on the reform of mathematics curriculum in the two countries are put forward as theoretical reference.
【學(xué)位授予單位】：華中師范大學(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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1 陳靜;人教A版高中數(shù)學(xué)與英國(guó)CIE9709數(shù)學(xué)向量比較研究[D];華中師范大學(xué);2015年

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本文編號(hào)：2100064