本文選題：小學(xué)數(shù)學(xué)教科書　切入點：數(shù)學(xué)文化　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來,不少學(xué)者在關(guān)注數(shù)學(xué)工具性價值的同時,也在不斷提倡關(guān)注數(shù)學(xué)的文化價值。由此,“數(shù)學(xué)文化”逐漸成為社會和數(shù)學(xué)界備受關(guān)注的概念。《義務(wù)教育數(shù)學(xué)課程標準》中對數(shù)學(xué)文化價值的強調(diào)更是掀起倡導(dǎo)數(shù)學(xué)文化與小學(xué)數(shù)學(xué)教學(xué)內(nèi)容融合的熱潮。教科書作為數(shù)學(xué)知識的重要載體,全面且科學(xué)地呈現(xiàn)數(shù)學(xué)文化,便于其美育、德育和智育價值的充分發(fā)揮,是數(shù)學(xué)文化教學(xué)的基礎(chǔ)和關(guān)鍵所在。本研究依據(jù)課程標準中提出的數(shù)學(xué)文化理念以及其他學(xué)者對數(shù)學(xué)文化內(nèi)涵的闡釋,把數(shù)學(xué)文化具體化,將數(shù)學(xué)文化定位為小學(xué)數(shù)學(xué)教科書中的數(shù)學(xué)文化,體現(xiàn)在數(shù)學(xué)美、數(shù)學(xué)史和數(shù)學(xué)的應(yīng)用三方面。選取人民教育出版社出版的2013年教育部審定通過的義務(wù)教育小學(xué)數(shù)學(xué)教科書,以其數(shù)學(xué)文化的呈現(xiàn)現(xiàn)狀為研究對象,對教科書中的數(shù)學(xué)文化進行分類歸納、整理分析。同時,采取訪談的形式,了解教師和學(xué)生對教科書中數(shù)學(xué)文化的感知與評價。基于此,提出數(shù)學(xué)文化在小學(xué)數(shù)學(xué)教科書中呈現(xiàn)的改進建議。本研究分為五部分:第一部分為緒論。交代選題的緣由及研究的意義,并對國內(nèi)外的研究成果進行梳理和分析,提出研究的基本問題。同時對基本概念做出界定,確定研究方法。第二部分論述教科書中數(shù)學(xué)文化的內(nèi)涵和教育價值。在參考2011年頒布的《義務(wù)教育數(shù)學(xué)課程標準》以及《普通高中數(shù)學(xué)課程標準》(實驗稿)的基礎(chǔ)上,分別對人教版小學(xué)數(shù)學(xué)教科書中的數(shù)學(xué)史、數(shù)學(xué)美、數(shù)學(xué)的應(yīng)用進行內(nèi)涵闡述,并總結(jié)數(shù)學(xué)文化所具有的美育價值、德育價值和智育價值,以此作為研究的理論支撐。第三部分為人教版小學(xué)數(shù)學(xué)教科書中數(shù)學(xué)文化的提煉與分析。主要從呈現(xiàn)內(nèi)容、呈現(xiàn)形式兩個方面展開。呈現(xiàn)內(nèi)容包括數(shù)學(xué)史、數(shù)學(xué)美、數(shù)學(xué)的應(yīng)用,并采用列表的形式對教科書中數(shù)學(xué)文化的內(nèi)容做出歸納和分類。呈現(xiàn)方式主要包括閱讀小資料、實踐活動板塊兩種形式。在此基礎(chǔ)上,總結(jié)出人教版小學(xué)數(shù)學(xué)教科書中數(shù)學(xué)文化呈現(xiàn)的樂觀之處:依據(jù)課標,關(guān)注數(shù)學(xué)文化;緊跟教學(xué),拓寬學(xué)生視野;注重歷史,弘揚古代成就。需要改進的問題有:數(shù)學(xué)文化內(nèi)容分布不均衡;以閱讀材料為主,相對單一;編排分散,相對雜亂。第四部分為教師和學(xué)生對人教版小學(xué)數(shù)學(xué)教科書中數(shù)學(xué)文化的感知與評價。通過訪談的形式,分別了解教師和學(xué)生對數(shù)學(xué)文化尤其是人教版小學(xué)數(shù)學(xué)教科書中數(shù)學(xué)文化的感知和反饋建議。教師方面,對數(shù)學(xué)文化的理解較為片面,將教科書中數(shù)學(xué)文化定位成教學(xué)內(nèi)容“附加品”的現(xiàn)象普遍,結(jié)合自身教學(xué)提出了豐富數(shù)學(xué)文化、內(nèi)容更加生動有趣、設(shè)置專題學(xué)習(xí)等呈現(xiàn)建議。學(xué)生方面,忽視數(shù)學(xué)的文化價值,但學(xué)習(xí)數(shù)學(xué)文化的意愿明顯,并表達了數(shù)學(xué)文化呈現(xiàn)應(yīng)更具趣味性和開放性的觀點。訪談結(jié)論成為完善數(shù)學(xué)文化在教科書中呈現(xiàn)的事實基礎(chǔ)。第五部分為教科書中數(shù)學(xué)文化呈現(xiàn)的改進建議。其一,用全面且獨到的眼光取材;其二,以主題螺旋式呈現(xiàn);其三,圖文并茂增加趣味性;其四,加強數(shù)學(xué)文化與教學(xué)內(nèi)容的深度融合。
[Abstract]:In recent years, many scholars on mathematics tool value at the same time, has also been advocating cultural value concern of mathematics. Therefore, "mathematics culture" has gradually become the standard "compulsory education mathematics curriculum has attracted much attention. The concept of mathematics in society and emphasizes on the cultural value of mathematics is a fusion of mathematics culture and primary school the contents of mathematics teaching textbook boom. As an important carrier of mathematical knowledge, comprehensive and scientific presentation of mathematical culture, the aesthetic education, give full play to the value of moral education and intellectual education, is the foundation of mathematical culture teaching and puts forward the key. On the basis of the curriculum standards of mathematics culture and other scholars interpret the connotation of mathematics culture the mathematics culture specific, mathematics culture as culture of mathematics in primary school mathematics textbooks, reflected in the beauty of mathematics, history of mathematics and mathematics in the application of the three party From 2013 the Ministry of education. People's Education Publishing House of the approved compulsory education in primary school mathematics textbooks, to show the present situation of the mathematics culture as the research object, the mathematical culture in textbooks are summarized, analyzed. At the same time, take the form of interviews, to understand the teachers' and students' perception and evaluation of mathematical culture in textbooks based on this, put forward suggestions for improvement of mathematics culture in primary school mathematics textbook. This thesis is divided into five parts: the first part is the introduction. Explains the reason and research significance, and the research results of the review and analysis, the basic problems of research. At the same time to make sure the definition of basic conception. Research methods. The connotation and educational value of mathematics culture in the textbooks. The second part discusses the high standard in compulsory education mathematics curriculum > and < < reference issued in 2011 general In the mathematics curriculum standard "(experiment draft) on the basis of respectively to teach the history of mathematics, mathematics textbooks in primary school version of the beauty of mathematics, mathematics application illustrates the connotation of aesthetic value, and summarize the mathematical culture of moral value and intellectual value, as the theoretical support for the research. The third part is to teach people extraction and analysis of mathematical culture in primary school mathematics textbooks. Mainly from the presentation of content, presents two aspects of form. To show the contents including the history of mathematics, mathematics beauty, mathematics application, and uses the list form and sums up the classification of mathematical culture textbooks. The presentation includes reading data, practice plate two forms. On this basis, summed up the teaching of mathematics culture in the optimistic version of primary school mathematics textbooks: according to the curriculum, paying attention to the mathematical culture; followed by teaching, broaden their horizons; Pay attention to history, to carry forward the ancient achievements. The problems need to be improved: mathematics culture content distribution is not balanced; in reading materials, relatively simple arrangement; scattered, relatively messy. The fourth part for teachers and students to teach the perception and evaluation of mathematical culture in primary school mathematics textbooks of people. Through interviews, teachers and understand respectively the students of mathematics culture especially taught mathematics culture edition in primary school mathematics textbooks. Teachers' perception and feedback, the culture of mathematics understanding is one-sided, the textbook of mathematics culture into teaching content "additional" phenomenon, put forward a lot of mathematical culture combined with their own teaching content, more lively and interesting, set special study presented suggestions. Students, ignoring the cultural value of mathematics, but mathematics learning culture will significantly and express the mathematical culture present should be more interesting And open the view. Results become a reality basis for improving mathematics culture in textbooks. The fifth part is the presentation of recommendations for improvement of mathematics culture textbook. First, based on comprehensive and unique perspective; second, to show the theme of spiral; third, graphic and the interest is increased; fourth, strengthen the integration of mathematics culture and teaching content depth.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5

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