本文關(guān)鍵詞：中小學(xué)數(shù)學(xué)“圖形與幾何”教材內(nèi)容銜接分析　出處：《海南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：文中“圖形與幾何”銜接是從中小學(xué)“圖形與幾何”教材內(nèi)容角度出發(fā),體現(xiàn)在中小學(xué)數(shù)學(xué)課程標準、中小學(xué)數(shù)學(xué)教材以及教材與學(xué)生三方面的銜接。論文中運用質(zhì)性研究和量化研究相結(jié)合的研究方法,以皮亞杰認知發(fā)展理論為指導(dǎo),對《義務(wù)教育數(shù)學(xué)課程標準(2011)》中“圖形與幾何”的中小學(xué)課程目標和課程內(nèi)容設(shè)計進行銜接解讀、對中小學(xué)數(shù)學(xué)教材中“圖形與幾何”的編排體例和課程內(nèi)容做銜接分析;按照伯格(W.Bueger)和威尼斯(W.Shaughnessy)對范希爾幾何思維理論水平劃分標準,以改編的“七年級范希爾幾何思維水平測試卷”為研究工具,對�？谑心持袑W(xué)七年級共計103名學(xué)生進行測試,以了解七年級學(xué)生的實際幾何思維水平。研究得出以下結(jié)論:(1)中小學(xué)“圖形與幾何”課程目標呈現(xiàn)小步子化特點,雖然階段目標會出現(xiàn)重復(fù)的現(xiàn)象,但是在目標要求程度上初中是小學(xué)的進一步深化與提高,中小學(xué)的課程目標設(shè)置既考慮了不同時期學(xué)生的發(fā)展特點也關(guān)注了學(xué)科自身的結(jié)構(gòu)層次,體現(xiàn)出較好的銜接與過渡。(2)中小學(xué)“圖形與幾何”每個主題的課程內(nèi)容設(shè)計相似、內(nèi)容相關(guān)性強,遵循從直觀幾何、實驗幾何到論證幾何的轉(zhuǎn)變過程,主題之間表現(xiàn)出遞進、互補、交叉等銜接方式。(3)初中“圖形與幾何”的教材編排體例延續(xù)了小學(xué)數(shù)學(xué)教材的模式,兩者的共性是欄目設(shè)置形式多樣、數(shù)量多、功能重疊,差異體現(xiàn)在編排呈現(xiàn)方式上�？偟膩碚f,中小學(xué)“圖形與幾何”教材編排體例銜接很妥當。(4)初中數(shù)學(xué)教材“圖形與幾何”的課程廣度較大,中小學(xué)課時、課程深度、課程難度隨著課程內(nèi)容的不同而變化。從課程內(nèi)容上分析,小學(xué)教材“圖形與幾何”內(nèi)容描述方式單一,語言兒童化、形象化、趣味性強,知識具有生活化的特點,具體思維占主導(dǎo),結(jié)論多是考察記憶和背誦能力;初中教材“圖形與幾何”內(nèi)容描述注重規(guī)范嚴謹,語言數(shù)學(xué)化,概念嚴謹抽象,邏輯性強,抽象思維占主導(dǎo),知識具有較強的拓展性和延伸性。(5)七年級學(xué)生幾何思維水平分布差異性較大,主要集中在水平1,七年級教材“圖形與幾何”內(nèi)容幾何思維水平要求處于水平2,學(xué)生實際的幾何思維水平和教材“圖形與幾何”幾何思維水平要求不一致,教材要求高于學(xué)生的實際幾何思維水平。基于上述研究結(jié)果并提出以下建議:一是數(shù)學(xué)課程標準在中小學(xué)課程目標和課程內(nèi)容要求上再進一步細化和明確化;二是中小學(xué)數(shù)學(xué)教師要全面了解兩個階段數(shù)學(xué)教與學(xué)的情況,尋找知識銜接點自編銜接教材,幫助學(xué)生跨越銜接障礙;三是學(xué)生的幾何思維發(fā)展是循序漸進的,因此數(shù)學(xué)教材內(nèi)容應(yīng)符合學(xué)生的幾何思維水平發(fā)展特點,保證學(xué)生在最近發(fā)展區(qū)內(nèi)得到最大化發(fā)展。由于受到個人研究能力的限制,本論文還存在很多不足,例如可借鑒的銜接理論太少、樣本分布范圍小數(shù)量少。
[Abstract]:In this paper, the connection of "figure and geometry" is from the angle of teaching material of "figure and geometry", which is embodied in the mathematics curriculum standard of primary and middle schools. The paper uses qualitative and quantitative research methods, guided by Piaget's cognitive development theory. This paper interprets the curriculum objectives and curriculum content design of "Graphics and Geometry" in "Mathematics Curriculum Standard for compulsory Education" (2011). This paper analyzes the arrangement style and curriculum content of "Graphics and Geometry" in mathematics teaching materials of primary and middle schools. According to W. Bueger and W. Shaughnessys, the criteria for the classification of van hill's geometric thinking level. With the adaptation of the seventh grade van Hill geometric thinking Test Paper as a research tool, a total of 103 students in grade 7 of a middle school in Haikou City were tested. In order to understand the practical level of geometric thinking of the seventh grade students, the following conclusions can be drawn: 1) the curriculum objectives of graphics and geometry in primary and secondary schools are characterized by small steps, although the objectives of the stage will be duplicated. But in the degree of goal requirements, junior middle school is the further deepening and improvement of primary schools. The curriculum objectives of primary and secondary schools not only take into account the characteristics of students' development in different periods, but also pay attention to the structural level of the subject itself. The course design of each subject of "Graphics and Geometry" in primary and middle schools is similar, and the content is highly correlated. It follows the transition process from intuitive geometry, experimental geometry to demonstration geometry. Themes show progressive, complementary, crossover, etc.) junior high school "Graphics and Geometry" textbook arrangement style continuation of the primary school mathematics teaching materials, the common character of the two is a variety of column settings. A large number, overlapping functions, differences reflected in the presentation of arrangements. Overall. "Graphics and Geometry" textbook arrangement in primary and secondary schools is very appropriate. 4) the junior middle school mathematics textbook "Graphics and Geometry" has a wide range of courses, the middle and primary school hours, the depth of the curriculum. The difficulty of the course varies with the content of the curriculum. From the analysis of the content of the curriculum, the primary school textbook "Graphics and Geometry" is characterized by a single way of describing the content, a child language, an image and a strong interest. Knowledge has the characteristics of life, the concrete thinking dominates, and the conclusion is the ability of memory and recitation. Junior high school textbooks "Graphics and Geometry" focus on the content description of rigorous norms, mathematical language, rigorous and abstract concepts, strong logic, abstract thinking dominates. Knowledge has a strong extensibility and extensibility. 5) the distribution of geometric thinking level of seventh grade students is quite different, mainly concentrated in level 1. The level of geometric thinking of the seventh grade textbook "Graphics and Geometry" is at level 2, and the students' actual level of geometric thinking is not consistent with that of the textbook "Graphics and Geometry". The teaching material requirement is higher than the students' actual geometric thinking level. Based on the above research results, the following suggestions are put forward: first, the mathematics curriculum standard further refines and clarifies the curriculum objectives and content requirements of primary and secondary schools; Second, mathematics teachers in primary and secondary schools should fully understand the situation of mathematics teaching and learning in the two stages, and find out the self-compiled cohesive teaching materials at the point of knowledge cohesion to help students overcome the obstacles of cohesion; Third, the development of students' geometric thinking is gradual, so the content of mathematics textbooks should accord with the development characteristics of students' level of geometric thinking. Due to the limitation of individual research ability, there are still many shortcomings in this thesis, such as too few cohesion theories and a small number of samples.
【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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