本文選題：高中數(shù)學(xué) + 教科書(shū)�。� 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：近年來(lái),課程標(biāo)準(zhǔn)和教科書(shū)比較成為學(xué)者們關(guān)注的熱點(diǎn)話題,對(duì)不同國(guó)家的課程標(biāo)準(zhǔn)和教科書(shū)進(jìn)行比較分析,能夠促進(jìn)我國(guó)高中數(shù)學(xué)教育的發(fā)展。本文對(duì)中國(guó)和日本高中數(shù)學(xué)課程標(biāo)準(zhǔn)和教科書(shū)的概率與統(tǒng)計(jì)內(nèi)容進(jìn)行了比較研究,在對(duì)兩國(guó)課程標(biāo)準(zhǔn)相應(yīng)內(nèi)容進(jìn)行比較的基礎(chǔ)上,運(yùn)用文獻(xiàn)研究法、比較研究法、定性分析和定量分析法對(duì)中國(guó)《普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)·數(shù)學(xué)(B版)》和日本《高等學(xué)校數(shù)學(xué)科用數(shù)學(xué)》(啟林館·新修訂版)這兩個(gè)版本的高中數(shù)學(xué)教科書(shū)中概率與統(tǒng)計(jì)部分的內(nèi)容引入方式、內(nèi)容結(jié)構(gòu)、內(nèi)容的深度和廣度、例題和習(xí)題的題量與難度四個(gè)維度進(jìn)行了比較研究,旨在通過(guò)對(duì)這兩個(gè)版本教科書(shū)的比較研究,發(fā)現(xiàn)兩國(guó)教科書(shū)的異同點(diǎn),對(duì)我國(guó)的高中數(shù)學(xué)教科書(shū)概率與統(tǒng)計(jì)內(nèi)容的編寫(xiě)提出一些參考性建議,以便更好地促進(jìn)高中概率與統(tǒng)計(jì)內(nèi)容的教學(xué)。通過(guò)比較,得到以下四點(diǎn)結(jié)論:(1)從課程標(biāo)準(zhǔn)看,日本課程標(biāo)準(zhǔn)更注重?cái)?shù)學(xué)活動(dòng),強(qiáng)調(diào)對(duì)知識(shí)的理解和靈活運(yùn)用,我國(guó)則更強(qiáng)調(diào)通過(guò)實(shí)例使學(xué)生學(xué)習(xí)理解知識(shí)。(2)從教科書(shū)的組織形式看,我國(guó)教科書(shū)的欄目設(shè)置較為豐富,日本教科書(shū)的欄目設(shè)置比較單一,但比較精練,日本的補(bǔ)充閱讀部分重視知識(shí)點(diǎn)的解釋,注重知識(shí)的深入學(xué)習(xí)。(3)從教科書(shū)的知識(shí)呈現(xiàn)方面看,兩國(guó)數(shù)學(xué)教科書(shū)對(duì)概率與統(tǒng)計(jì)內(nèi)容知識(shí)的講解都較為系統(tǒng)和規(guī)律,我國(guó)高中數(shù)學(xué)教科書(shū)中的概率知識(shí)點(diǎn)含量多于日本,而統(tǒng)計(jì)知識(shí)點(diǎn)少于日本,但我國(guó)高中數(shù)學(xué)對(duì)概率與統(tǒng)計(jì)知識(shí)的學(xué)習(xí)深度均不如日本。(4)從例題和習(xí)題的設(shè)置方面看,我國(guó)的例題和習(xí)題量明顯多于日本,但所分層次不如日本詳細(xì),就例題和習(xí)題的難度而言,日本的例習(xí)題難于我國(guó),我國(guó)更側(cè)重基礎(chǔ)知識(shí)的掌握�；谏鲜鼋Y(jié)論,為我國(guó)高中數(shù)學(xué)教科書(shū)的編寫(xiě)提出了一些建議:應(yīng)加強(qiáng)培養(yǎng)學(xué)生的發(fā)散思維和創(chuàng)新能力;應(yīng)對(duì)教科書(shū)的有關(guān)習(xí)題進(jìn)行精煉;教科書(shū)應(yīng)傾向于綜合編排;例題應(yīng)加設(shè)分層,加強(qiáng)與其他知識(shí)體系的聯(lián)系,在正文中適當(dāng)?shù)厝谌胂嚓P(guān)的數(shù)學(xué)史和數(shù)學(xué)文化內(nèi)容。
[Abstract]:In recent years, the comparison of curriculum standards and textbooks has become a hot topic that scholars pay attention to. The comparative analysis of curriculum standards and textbooks in different countries can promote the development of high school mathematics education in China. This paper makes a comparative study on the content of probability and statistics of Chinese and Japanese high school mathematics curriculum standards and textbooks. On the basis of comparing the corresponding contents of the curriculum standards between the two countries, this paper applies the literature research method and the comparative research method. Qualitative Analysis and quantitative Analysis of the two versions of Senior Middle School Mathematics textbooks in China (Edition B) and Japan (Mathematics for Mathematics in institutions of higher Learning) (new revised edition of Qilin Pavilion) The way in which the content of the probability and statistics section is introduced, The content structure, the depth and breadth of the content, the quantity and difficulty of the examples and exercises are compared and studied in order to find the similarities and differences between the two textbooks through the comparative study of the two versions of textbooks. In order to better promote the teaching of probability and statistics in senior high school, some suggestions are put forward for the compilation of probability and statistics of senior high school mathematics textbooks in our country. By comparison, the following four conclusions are drawn: (1) from the perspective of curriculum standards, Japanese curriculum standards pay more attention to mathematical activities and emphasize understanding and flexible use of knowledge. Our country, on the other hand, emphasizes making students learn and understand knowledge through examples. (2) in terms of the organization of textbooks, the column setup of textbooks in our country is relatively rich, while that of Japanese textbooks is relatively simple, but relatively concise. The supplementary reading in Japan attaches importance to the interpretation of knowledge points and to the in-depth study of knowledge. (3) in terms of the presentation of knowledge in textbooks, the explanation of probability and statistical content in the mathematics textbooks of the two countries is more systematic and regular. The content of probability knowledge in Chinese senior high school mathematics textbooks is more than that in Japan, but the statistical knowledge is less than that in Japan. However, the study depth of probability and statistics knowledge in senior high school mathematics in our country is not as deep as that in Japan. (4) from the point of view of setting up examples and exercises, The number of examples and exercises in our country is obviously more than that in Japan, but the levels are not as detailed as in Japan. In terms of the difficulty of examples and exercises, the Japanese example exercises are difficult for our country, and our country pays more attention to the mastery of basic knowledge. Based on the above conclusions, some suggestions are put forward for the compilation of senior high school mathematics textbooks in China: to strengthen the cultivation of students' divergent thinking and innovation ability, to refine the relevant exercises of textbooks, to make textbooks tend to be arranged in a comprehensive way; Examples should be stratified, strengthen the relationship with other knowledge systems, and properly incorporate the relevant mathematical history and mathematical culture in the text.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.6

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本文編號(hào)：2062159