本文選題：數(shù)學(xué)文化教學(xué) + 小學(xué)生��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)是一種文化,以其實(shí)用性與工具性奠基科學(xué)乃至人類社會(huì)發(fā)展的基礎(chǔ),以其理性價(jià)值促進(jìn)人的思維發(fā)展,以其文化品格熏陶人類對(duì)真善美的追尋。數(shù)學(xué)抽象是數(shù)學(xué)學(xué)科形成與發(fā)展的基礎(chǔ),只有借由數(shù)學(xué)抽象舍棄事物的具體背景,抽象出數(shù)學(xué)研究對(duì)象,才能運(yùn)用數(shù)學(xué)工具、理論進(jìn)行探索求真。小學(xué)高段是學(xué)生由具體思維到抽象思維發(fā)展的關(guān)鍵期,因此,探尋行之有效的促進(jìn)小學(xué)生數(shù)學(xué)抽象素養(yǎng)提升的教學(xué)方式尤為必要。數(shù)學(xué)文化是涵養(yǎng)數(shù)學(xué)學(xué)科與人類社會(huì)發(fā)展的重要源泉,與數(shù)學(xué)素養(yǎng)是數(shù)學(xué)“物化”與“人化”的相互轉(zhuǎn)化,數(shù)學(xué)文化教學(xué)則是實(shí)現(xiàn)這種轉(zhuǎn)化的重要途徑。學(xué)界對(duì)于數(shù)學(xué)文化教學(xué)探索不斷深化,然而,這種文化意義上的教學(xué)究竟追究什么、對(duì)學(xué)生數(shù)學(xué)素養(yǎng)有何影響,僅從理論意義上進(jìn)行探討難免紙上談兵,這就需要從實(shí)證的角度進(jìn)行探索求證。探析數(shù)學(xué)文化教學(xué)的生成與理念意蘊(yùn),構(gòu)建數(shù)學(xué)文化教學(xué)模式,以數(shù)學(xué)文化教學(xué)對(duì)學(xué)生數(shù)學(xué)抽象素養(yǎng)的影響為切入點(diǎn),從理論與實(shí)踐兩個(gè)層面對(duì)其進(jìn)行剖析,以期填補(bǔ)此方面實(shí)證研究空白。從理論層面對(duì)數(shù)學(xué)文化教學(xué)的生成、理念意蘊(yùn)進(jìn)行了整理、分析,構(gòu)建了數(shù)學(xué)文化教學(xué)的模式、分析其流程和操作要點(diǎn);對(duì)于數(shù)學(xué)文化教學(xué)對(duì)小學(xué)生數(shù)學(xué)抽象素養(yǎng)的影響,從內(nèi)涵釋析、內(nèi)容剖析、流程解析三個(gè)層面進(jìn)行了理論論證;在借鑒國(guó)內(nèi)外測(cè)評(píng)經(jīng)驗(yàn)的基礎(chǔ)上,結(jié)合學(xué)生認(rèn)知發(fā)展規(guī)律,編制了小學(xué)生數(shù)學(xué)抽象素養(yǎng)認(rèn)知維度測(cè)試題(前測(cè))、小學(xué)生數(shù)學(xué)抽象素養(yǎng)認(rèn)知維度測(cè)試題(后測(cè))、小學(xué)數(shù)學(xué)抽象素養(yǎng)情意維度問(wèn)卷、數(shù)學(xué)文化教學(xué)對(duì)小學(xué)生數(shù)學(xué)抽象素養(yǎng)影響訪談提綱,為教學(xué)實(shí)驗(yàn)提供測(cè)試工具支持。為探索驗(yàn)證數(shù)學(xué)文化教學(xué)對(duì)小學(xué)生抽象素養(yǎng)的影響,本研究采用2x2x3三因素實(shí)驗(yàn)設(shè)計(jì),選取A小學(xué)(四年級(jí))兩個(gè)班為實(shí)驗(yàn)組和B小學(xué)兩個(gè)班(四年級(jí))為對(duì)照組,共197名學(xué)生。運(yùn)用所建構(gòu)的數(shù)學(xué)文化教學(xué)模式進(jìn)行了一學(xué)期的實(shí)驗(yàn)。對(duì)其進(jìn)行前后測(cè)測(cè)試、課堂觀察與相關(guān)訪談,以獲取第一手資料。對(duì)其進(jìn)行數(shù)據(jù)分析,結(jié)果表明:(1)在學(xué)生數(shù)學(xué)抽象素養(yǎng)認(rèn)知維度,數(shù)學(xué)意象抽象方面,實(shí)驗(yàn)組成績(jī)高于對(duì)照組成績(jī),但差異不顯著;在數(shù)學(xué)符號(hào)抽象、數(shù)學(xué)模式抽象方面,實(shí)驗(yàn)組成績(jī)高于對(duì)照組,且差異顯著。(2)在學(xué)生數(shù)學(xué)抽象素養(yǎng)認(rèn)知維度及其各子維度方面,實(shí)驗(yàn)處理、性別、年級(jí)上的交互影響不顯著。(3)不同數(shù)學(xué)基礎(chǔ)的學(xué)生數(shù)學(xué)抽象素養(yǎng)認(rèn)知維度得分存在顯著差異,數(shù)學(xué)基礎(chǔ)越好,其數(shù)學(xué)抽象素養(yǎng)認(rèn)知維度的水平越高。(4)不同性別學(xué)生數(shù)學(xué)的抽象素養(yǎng)認(rèn)知維度得分差異不顯著。(5)在學(xué)生數(shù)學(xué)抽象素養(yǎng)情意維度上,實(shí)驗(yàn)組得分高于對(duì)照組,且差異顯著。(6)在學(xué)生數(shù)學(xué)抽象素養(yǎng)情意維度上,實(shí)驗(yàn)處理、性別、年級(jí)上的交互影響不顯著。(7)不同數(shù)學(xué)基礎(chǔ)的學(xué)生數(shù)學(xué)抽象素養(yǎng)情意維度得分差異不顯著。(8)不同性別的學(xué)生數(shù)學(xué)抽象素養(yǎng)情意維度得分存在顯著差異,男生得分高于女生。通過(guò)理論與實(shí)踐的融合,豐富與發(fā)展了數(shù)學(xué)文化教學(xué)與數(shù)學(xué)核心素養(yǎng)的理論與實(shí)踐研究,也為教師教學(xué)提供了策略與思路,對(duì)小學(xué)生思維發(fā)展研究具有積極作用。創(chuàng)新之處在于構(gòu)建了數(shù)學(xué)文化教學(xué)模式,并用其進(jìn)行教學(xué)實(shí)踐。同時(shí)編制了符合科學(xué)測(cè)量的小學(xué)生數(shù)學(xué)抽象素養(yǎng)的測(cè)試題及問(wèn)卷。
[Abstract]:Mathematics is a kind of culture, which is based on its practical and instrumental foundation and the foundation of the development of human society. It promotes human thinking development with its rational value, and edify human's pursuit of truth, goodness and beauty with its cultural character. Mathematical abstraction is the basis for the formation and development of Mathematics, and only the concrete background of the abstraction of things by mathematical abstraction. In order to find out the object of mathematics, we can use the mathematical tools and the theory to explore the truth. The high school section is the key period for the students to develop from the concrete thinking to the abstract thinking. Therefore, it is particularly necessary to explore the effective teaching methods to promote the promotion of Mathematics abstract attainments of primary school students. The important source and mathematical literacy are the mutual transformation of mathematical "materialization" and "humanization", and the teaching of mathematics culture is an important way to realize this transformation. The exploration of mathematics culture teaching is deepened by the academic circles. However, what is the influence of teaching on the students' mathematical literacy in this cultural meaning and only from the theoretical point of view. It is necessary to probe into the paper, which needs to be explored from the perspective of empirical analysis. The formation and concept of mathematics culture teaching are discussed, and the mathematical culture teaching mode is constructed, and the influence of mathematical culture teaching on students' mathematical abstract literacy is taken as the breakthrough point, and it is analyzed from the two layers of theory and practice in order to fill this side. On the basis of the formation of the mathematical culture teaching and the idea implication, the model of mathematical culture teaching is constructed and the process and operation points are analyzed. The influence of mathematics culture teaching on mathematics Abstract literacy of primary school students is carried out from three aspects: internal and culvert analysis, content analysis and process analysis. On the basis of the domestic and foreign evaluation experience, and on the basis of the domestic and foreign evaluation experience, combined with the law of students' cognitive development, it has compiled the test questions (pre test) of primary school students' mathematical abstract literacy cognition dimension, the cognitive dimension test of primary school mathematics Abstract literacy (post test), the abstract quality of primary school mathematics, and mathematics culture teaching to primary school students. In order to test and verify the influence of mathematical culture teaching on the abstract literacy of primary school students, this study adopts the 2x2x3 three factor experimental design, selects two classes of A primary (grade four) as the experimental group and two classes of B primary school (four year grade) as the control group, with a total of 197 students. The experiment of culture teaching was carried out for one semester. The first hand information was obtained by test, classroom observation and related interviews. The results showed that: (1) the results of the students' abstract literacy cognition and mathematical image abstraction were higher than those of the control group, but the difference was not significant; in mathematics, the difference was not significant. In the aspect of symbolic abstraction and mathematical model abstraction, the results of the experimental group were higher than those of the control group, and the differences were significant. (2) there was no significant interaction between the experimental processing, gender and grade. (3) there was a significant difference in the cognitive dimension of the mathematical abstract literacy of the students with different mathematical bases. The better the basis, the higher the level of cognitive dimension of mathematical abstraction literacy. (4) there is no significant difference in the cognitive dimension of mathematics in students of different sex. (5) the score of the experimental group is higher than that of the control group, and the difference is significant. (6) in the students' mathematical abstract accomplishment emotional dimension, experimental treatment, sex, There is no significant difference in the interaction between grades. (7) there is no significant difference in the emotional dimension of mathematical abstract literacy of students with different mathematical foundations. (8) there are significant differences in the score of mathematical abstract literacy in students of different sexes, and the scores of boys are higher than those of the girls. The integration of theory and practice enriches and develops the mathematics culture teaching and mathematical core The theoretical and practical study of heart literacy also provides strategies and ideas for teachers' teaching, and has a positive effect on the study of pupils' thinking development. The innovation lies in the construction of a mathematical culture teaching model and the use of it in teaching practice. At the same time, it has compiled a test and questionnaire for the abstract accomplishment of primary school students in accordance with scientific measurement.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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