本文選題：現(xiàn)實數(shù)學(xué)教育　切入點：情境性問題　出處：《閩南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：現(xiàn)實數(shù)學(xué)教育下的情境性問題是指在教學(xué)過程中與教學(xué)目標(biāo)有隱性關(guān)聯(lián)的,與某些情境融會在一起的問題。在教學(xué)實踐中探究數(shù)學(xué)化與生活化的度、理清進(jìn)展式數(shù)學(xué)化的過程、開發(fā)基于情境的、非形式的教學(xué)模式是研究的出發(fā)點。全文分兩大部分,第一部分從理論基礎(chǔ)與概念界定出發(fā),梳理“現(xiàn)實數(shù)學(xué)”、“數(shù)學(xué)現(xiàn)實”與“情境”、“情境性問題”的關(guān)系,明確數(shù)學(xué)化的“六原則”(活動、現(xiàn)實、階段、交織、互動、指導(dǎo)原則),分析逐步形式化的“四階段”(情境層次、指涉層次、普遍層次、形式層次),最終確定數(shù)學(xué)化教學(xué)模式(進(jìn)展式數(shù)學(xué)化過程)。第二部分由調(diào)查問卷出發(fā),得出教師雖試圖引用情境進(jìn)行教學(xué),但對情境性問題數(shù)學(xué)化過程缺乏深入探究,并進(jìn)一步得出學(xué)生對情境性問題感興趣度與教師情境類型的使用率成反比。隨后,以個案研究法通過典型案例結(jié)合教學(xué)設(shè)計、學(xué)生習(xí)題及訪談記錄,具體分析該模式下的數(shù)學(xué)教學(xué)。并嘗試得出結(jié)論:1.生活化與數(shù)學(xué)化是可以互相共存、相互轉(zhuǎn)化的;2.學(xué)生的知識基礎(chǔ)與認(rèn)知水平是構(gòu)建情境性問題的關(guān)鍵;3.高中數(shù)學(xué)可以從情境性問題出發(fā),在進(jìn)展式的數(shù)學(xué)化過程中學(xué)習(xí)。該模式下的教學(xué)是一個動態(tài)的、進(jìn)展式的反復(fù)迭代過程,即從可數(shù)學(xué)化的情境性問題出發(fā),在逐步數(shù)學(xué)化的進(jìn)程中獲得知識、技能與思想方法的過程。
[Abstract]:The situational problems in real mathematics education refer to the problems which are tacitly related to the teaching objectives in the process of teaching and which are combined with some situations. In teaching practice, the degree of mathematics and life is explored, and the process of mathematical evolution is clarified. It is the starting point of the research to develop situational and non-formal teaching mode. The first part is based on the theoretical basis and the definition of concept, combing the relationship between "realistic mathematics", "mathematical reality" and "situation", "situational problem", and "situational problem". Clarify the "six principles" of mathematics (activity, reality, stage, interweaving, interaction, guiding principles), analyze the gradually formalized "four stages" (situational level, referring to the level of involvement, universal level), In the second part, starting from the questionnaire, it is concluded that although teachers try to use the situation to teach, they do not have a thorough exploration of the mathematical process of situational problems. It is further concluded that the degree of students' interest in situational questions is inversely proportional to the utilization rate of teachers' situational types. Subsequently, the case study method is used to combine teaching design with typical cases, student exercises and interview records. Analyze the mathematics teaching in this mode concretely, and try to draw the conclusion that life and mathematics can coexist with each other. 2. Students' knowledge base and cognitive level are the key to construct situational problems. High school mathematics can start from situational problems and learn in the process of progressive mathematics. The teaching in this model is a dynamic one. The iterative process of progression is the process of acquiring knowledge, skills and thought methods in the process of gradual mathematics, starting from the mathematical situational problems.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 孫曉天;荷蘭的數(shù)學(xué)教育和數(shù)學(xué)課程標(biāo)準(zhǔn)[J];教育科學(xué)研究;2000年03期

2 孫曉天;;生活,“發(fā)現(xiàn)”的載體——從數(shù)學(xué)課程的情景問題談起[J];人民教育;2006年Z1期

3 張奠宙;林永偉;;關(guān)于“現(xiàn)實數(shù)學(xué)”和“數(shù)學(xué)現(xiàn)實”[J];數(shù)學(xué)教育學(xué)報;2008年02期

4 徐斌艷;“現(xiàn)實數(shù)學(xué)教育”中基于情境性問題的教學(xué)模式分析[J];外國教育資料;2000年04期

，

本文編號：1638427