本文選題：初等數(shù)學(xué) + 高等數(shù)學(xué)��； 參考：《河南大學(xué)》2015年碩士論文

【摘要】：數(shù)學(xué)產(chǎn)生于人類生產(chǎn)的需要,隨著數(shù)學(xué)的不斷發(fā)展,數(shù)學(xué)已經(jīng)融入人類生活的各個(gè)方面。數(shù)學(xué)教育從幼兒園開始貫穿于科學(xué)教育的每一個(gè)階段,然而各個(gè)階段之間又是緊密聯(lián)系,相互作用的。各個(gè)階段的銜接問(wèn)題是一個(gè)非常重要的問(wèn)題,尤其是高中數(shù)學(xué)與大學(xué)數(shù)學(xué)之間的銜接問(wèn)題。隨著新一輪基礎(chǔ)教育的改革,高中實(shí)行了新課程標(biāo)準(zhǔn),許多原本是大學(xué)教學(xué)的內(nèi)容放進(jìn)了高中教材講授。但是由于教育資源的限制,大學(xué)教育改革的步伐始終沒(méi)能跟上基礎(chǔ)教育改革。于是造成高中數(shù)學(xué)與大學(xué)數(shù)學(xué)在教學(xué)內(nèi)容,教學(xué)方法及學(xué)習(xí)方法上存在嚴(yán)重的重復(fù)和脫節(jié)現(xiàn)象。作為一名即將從事中學(xué)教育的教育工作者,有義務(wù)在新一輪課程改革的背景下,深入分析高中數(shù)學(xué)和大學(xué)數(shù)學(xué)銜接不當(dāng)之處,提出順利銜接的建議。本文以青少年認(rèn)知發(fā)展階段的理論,建構(gòu)主義理論及最近發(fā)展區(qū)理論為基礎(chǔ),在充分了解學(xué)生個(gè)體,心理發(fā)展水平的前提下,首先對(duì)數(shù)學(xué)發(fā)展的幾個(gè)階段進(jìn)行了理論陳述,比較分析了中學(xué)數(shù)學(xué)和高等數(shù)學(xué)在研究對(duì)象,研究方法上的不同之處,認(rèn)為高中數(shù)學(xué)太注重技能的訓(xùn)練,而忽略了數(shù)學(xué)思想方法的講解,為此提出應(yīng)在高中數(shù)學(xué)教學(xué)中,滲透數(shù)學(xué)思想方法及實(shí)行高觀點(diǎn)下中學(xué)數(shù)學(xué)教學(xué)的措施。之后,筆者又分析了導(dǎo)致高中數(shù)學(xué)與大學(xué)數(shù)學(xué)銜接不當(dāng)?shù)牧硪恢饕?即:大學(xué)新生入學(xué)之后普遍存在不適應(yīng)性。筆者,在認(rèn)真查閱資料之后,得到了大學(xué)新生不適應(yīng)的主要原因,及緩解不適應(yīng)問(wèn)題的措施。最后,筆者在認(rèn)真比對(duì)高中教材及大學(xué)低年級(jí)數(shù)學(xué)教材后,得出,高中數(shù)學(xué)和大學(xué)數(shù)學(xué)在教學(xué)內(nèi)容上也存在著脫節(jié)及重復(fù)的現(xiàn)象。脫節(jié)即為,新課改后,高中課本中刪掉,但是大學(xué)也不學(xué)的內(nèi)容,對(duì)這一部分知識(shí),大學(xué)教師應(yīng)作為大學(xué)學(xué)習(xí)新知識(shí)的預(yù)備知識(shí),集中一段時(shí)間給學(xué)生補(bǔ)授。重復(fù)即為,高中已講,大學(xué)仍要講的內(nèi)容,對(duì)這部分內(nèi)容則只需一筆帶過(guò)。初等數(shù)學(xué)與高等數(shù)學(xué)是不可分割,相互統(tǒng)一的有機(jī)整體,只有做好初等數(shù)學(xué)和高等數(shù)學(xué)的良好銜接,才能更好的響應(yīng)國(guó)家課改號(hào)召,實(shí)現(xiàn)培養(yǎng)創(chuàng)新型人才的偉大目標(biāo)。
[Abstract]:Mathematics is produced in the needs of human production. With the continuous development of mathematics, mathematics has been integrated into all aspects of human life. Mathematics education has run through every stage of science education from kindergarten. However, each stage is closely related and interacting. The problem of cohesion at various stages is a very important issue. In particular, the link between high school mathematics and university mathematics. With the reform of the new round of basic education, high school has implemented the new curriculum standard, and many of the original university teaching contents have been put into the teaching of high school teaching materials. However, due to the restriction of educational resources, the reform of the reform of the university education has not been able to keep up with the reform of basic education. High school mathematics and college mathematics have serious duplication and disconnection in teaching content, teaching methods and learning methods. As an educator who is about to be engaged in middle school education, it is obligated to analyze the improper link between mathematics and College Mathematics in the background of a new round of curriculum reform and put forward the suggestion of smooth connection. On the basis of the theory of adolescent cognitive development, the theory of constructivism and the theory of the recent development zone, on the premise of fully understanding the students' individual and the level of psychological development, this paper makes a theoretical statement of several stages of the development of mathematics, and compares and analyzes the differences in the research objects and methods of the mathematics and higher mathematics in the middle school. The point is that the high school mathematics pays much attention to the training of skill, and ignores the explanation of the mathematical thought method. Therefore, it is proposed that in the high school mathematics teaching, the methods of mathematical thought and the measures of high school mathematics teaching should be carried out in the high school. After the freshmen enrolled in college, the author, after careful examination of the data, got the main reasons for the inadaptability of the freshmen and the measures to alleviate the incompatibility. Finally, the author, after a serious comparison of the textbook of high school and the teaching materials of the lower grade of the University, concluded that high school mathematics and college mathematics also existed in the teaching content. It is a phenomenon of disjointing and repeating. That is, after the new class is changed, the high school textbook is deleted, but the university does not learn the content. For this part of knowledge, the university teachers should be prepared as the preparatory knowledge of the new knowledge of the University and concentrate on the students for a period of time. The repetition is that the high school has already said, the university still needs to speak, and only needs this part of the content. The first mathematics and higher mathematics are inseparable, the unity of the organic whole, only a good connection between the elementary mathematics and the higher mathematics, can better respond to the national curriculum reform call, to achieve the great goal of cultivating innovative talents.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6;O13-4

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本文編號(hào)：2026968