【摘要】：數(shù)與計(jì)算是數(shù)學(xué)知識(shí)體系的基礎(chǔ),是培養(yǎng)學(xué)生創(chuàng)新意識(shí)、發(fā)現(xiàn)問題、體驗(yàn)科學(xué)的最好數(shù)學(xué)知識(shí),其也是整個(gè)小學(xué)階段數(shù)學(xué)學(xué)習(xí)的主體內(nèi)容�？梢哉f,數(shù)與計(jì)算既是傳統(tǒng)的數(shù)學(xué)知識(shí)也是創(chuàng)新的數(shù)學(xué)知識(shí)。數(shù)與計(jì)算的發(fā)展史是一部數(shù)學(xué)知識(shí)的實(shí)踐史,它推動(dòng)著數(shù)學(xué)和其他學(xué)科的發(fā)展,承載著中國燦爛的文化。然而,研究者們往往將目光聚焦于統(tǒng)計(jì)、概率、空間變換等較新的數(shù)學(xué)知識(shí),而忽視了最基礎(chǔ)的數(shù)學(xué)內(nèi)容。因此,把握數(shù)與計(jì)算內(nèi)容的歷史演變規(guī)律,可以提高其對(duì)自身和其他文化知識(shí)的指導(dǎo)性、預(yù)見性。本研究以縱向的時(shí)間發(fā)展為線索,將20世紀(jì)的中國劃分為三個(gè)階段,對(duì)其所在時(shí)期有代表性的小學(xué)數(shù)學(xué)教科書中數(shù)與計(jì)算內(nèi)容,從內(nèi)容選擇、編排體系、呈現(xiàn)方式三個(gè)方面探索其演變特征。研究分為六章:第一章闡述本研究的選題緣由,研究問題、思路和方法及基本框架,陳述研究目的、意義,界定相關(guān)概念。第二章綜述國內(nèi)外小學(xué)數(shù)學(xué)教科書中數(shù)與計(jì)算內(nèi)容的研究現(xiàn)狀。通過資料的收集與整理,在總結(jié)前人成果的基礎(chǔ)上,從問題入手,尋找研究的思路和突破口。第三、四、五章在分析清末、民國、新中國三段歷史時(shí)期小學(xué)階段數(shù)與計(jì)算內(nèi)容變革脈絡(luò)和依據(jù)的基礎(chǔ)上選取了六套教科書,分別對(duì)其內(nèi)容演變進(jìn)行分析總結(jié)。第六章總結(jié)20世紀(jì)我國小學(xué)數(shù)學(xué)教科書數(shù)與計(jì)算內(nèi)容演變的特點(diǎn),并給出啟示。中國小學(xué)數(shù)學(xué)教科書數(shù)與計(jì)算內(nèi)容,從清末翻譯西方得到的第一本真正意義上小學(xué)數(shù)學(xué)教科書開始,到民國的成功蛻變,再到新中國的精簡(jiǎn)直至穩(wěn)定發(fā)展,走過了一段曲折探索的道路。內(nèi)容上由多到少、由繁到簡(jiǎn)、由細(xì)到精。編排上從知識(shí)間的關(guān)注向分支甚至學(xué)科間轉(zhuǎn)化。呈現(xiàn)上由注重教師的教,到注重學(xué)生的學(xué),再到二者兼顧。總結(jié)得出,20世紀(jì)我國小學(xué)數(shù)學(xué)教科書數(shù)與計(jì)算內(nèi)容以社會(huì)發(fā)展為目的,在穩(wěn)定中謀發(fā)展;編排突出基本概念和基本規(guī)律;呈現(xiàn)方式體現(xiàn)教學(xué)法和思想品德教育。因此,小學(xué)數(shù)學(xué)教科書中此部分內(nèi)容的編寫上要精選內(nèi)容,突出基礎(chǔ)性;優(yōu)化編排體系,注重邏輯性;美化內(nèi)容呈現(xiàn),展現(xiàn)多元性。
[Abstract]:Number and calculation are the basis of mathematical knowledge system, and the best mathematical knowledge of cultivating students' creative consciousness, finding problems and experiencing science. It is also the main content of mathematics learning in the whole elementary school stage. It can be said that numbers and calculations are both traditional and innovative mathematical knowledge. The history of number and calculation is a practical history of mathematical knowledge, which promotes the development of mathematics and other disciplines and carries the splendid culture of China. However, researchers tend to focus on statistics, probability, spatial transformation and other relatively new mathematical knowledge, while ignoring the most basic mathematical content. Therefore, grasping the law of historical evolution of number and calculation content can improve its guidance and predictability to itself and other cultural knowledge. This research takes the longitudinal time development as the clue, divides China in the 20th century into three stages, and selects and arranges the contents of the number and calculation in the representative primary school mathematics textbooks in the period of the 20th century. This paper explores the characteristics of its evolution in three aspects. The research is divided into six chapters: the first chapter describes the reason of this study, research problems, ideas and methods and the basic framework, the purpose of the study, significance, define the relevant concepts. The second chapter summarizes the research status of the number and calculation content in primary school mathematics textbooks at home and abroad. On the basis of summing up the achievements of the predecessors, this paper, through collecting and arranging the data, looks for the train of thought and breakthrough of the research from the point of view of the problems. In the third, fourth and fifth chapters, six sets of textbooks are selected on the basis of analyzing the change and basis of the number of primary school stages and the content of calculation in the three periods of history of the late Qing Dynasty, the Republic of China and the people's Republic of China, and the evolution of their contents is analyzed and summarized respectively. The sixth chapter summarizes the characteristics of the evolution of the number and calculation content of Chinese primary school mathematics textbooks in the 20 ~ (th) century, and gives some enlightenment. The number and content of primary school mathematics textbooks in China began at the end of the Qing Dynasty when the first true primary school mathematics textbooks were translated from the end of the Qing Dynasty to the successful transformation of the Republic of China, to the streamlining of the new China and to the steady development. After a period of twists and turns to explore the road. Content from more to less, from complex to simple, from fine to fine. From the attention of knowledge to branch and even between disciplines in the arrangement. Present from the teacher's teaching, to pay attention to the students' learning, and then to both. It is concluded that the number and content of mathematics textbooks in primary schools in the 20th century are aimed at social development and seek for development in the process of stability; the arrangement highlights basic concepts and basic laws; and the way of presentation embodies teaching methods and ideological and moral education. Therefore, the compilation of this part of primary school mathematics textbooks should select the content, highlight the basic; optimize the arrangement system, pay attention to logic; beautify the content presentation, show diversity.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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本文編號(hào)：2420111