本文選題：中美 + 教材　； 參考：《杭州師范大學》2015年碩士論文

【摘要】：進入二十一世紀,隨著全球教育改革的發(fā)展,我國也在2001年拉開了基礎教育課程改革的序幕,并于2004年對高中教育進行課程改革。為了更好地進行普通高中課程改革,對普通高中課程進行國際比較是需要的,也是必要的。教材作為知識的載體,體現了課程目標和教學內容,所以對教材進行研究也成為教育界的焦點話題。本研究選取我國人教版普通高中課程標準實驗(A版)教材和美國Prentice Hall出版的Prentice hall mathematics geometry為研究對象,以高中學段幾何模塊中的空間幾何體內容為載體,對兩國教材進行靜態(tài)文本分析。本研究主要包含三個問題:兩國教材關于空間幾何體內容的整體內容有什么特點;兩國教材關于空間幾何體內容在內容的呈現上有什么異同;兩國教材關于空間幾何體內容在對學生的要求方面有什么異同。本研究主要采用的研究方法是內容分析法、比較法,結合運用概念圖、Excel等工具,通過定量與定性分析得到以下結論:1、從教材的整體內容上看,人教版教材外觀樸實,色彩單一。而PH版教材色彩艷麗、字體大、行距寬,對重點的內容均有相應的彩色標記,而且在中美兩國教材中均會留出較大的空白處,以此方便學生做筆記;2、從章節(jié)編寫的順序上看,人教版教材系統(tǒng)性較強,更注重數學概念的整體性,內容大體遵循“結構特征——三視圖和直觀圖——表面積和體積”的順序,而PH版教材條理清晰,內容大體遵循“正投影圖——展開表面圖和截面——結構特征——表面積——體積”的順序;3、從教材的內容呈現上看,PH版教材重視概念之間的聯(lián)系和概念的應用,人教版教材重視概念的規(guī)范,概念的敘述比較整齊、一致。在概念的建立方式上,PH版教材多以情境引入,并輔以圖表,來建立具體的概念,并且都會配置范例;而人教版教材存在某些概念沒有配置范例的現象。在范例的理解和解題過程上,PH版教材更適合學生自學,可讀性強;4、從對學生的要求上看,人教版教材涉及的背景領域較少,而PH版教材涉及的領域廣泛。中美兩國教材主要考察對知識的程序性技能,而對知識的探究類問題較少。最后,基于本研究的研究結論,總結中美兩國高中數學教材各自的特點,為我國高中數學教材的編寫提供幾點建議。
[Abstract]:In the 21 century, with the development of the global education reform, our country also opened the prelude of the basic education curriculum reform in 2001, and carried on the curriculum reform to the high school education in 2004. In order to reform the curriculum of ordinary high school, it is necessary and necessary to make international comparison. As the carrier of knowledge, the teaching material embodies the course goal and teaching content, so the research on the teaching material has also become the focus topic in the field of education. In this study, we choose the teaching material of Chinese ordinary senior high school curriculum standard experiment A) and the Prentice hall mathematics geometry published by American Prentice Hall as the research object, and take the spatial geometry content in the geometry module of senior middle school as the carrier. The static text analysis is carried out on the textbooks of the two countries. This research mainly includes three questions: what are the characteristics of the whole content of the two countries' textbooks about the spatial geometry content, what are the similarities and differences in the content presentation of the two countries' textbooks about the spatial geometry content; What are the similarities and differences in the content of space geometry between the two countries? The main research methods used in this study are content analysis, comparative method, and the use of concept map and Excel. Through quantitative and qualitative analysis, the following conclusions are drawn: 1. From the overall content of the teaching material, the teaching material of human education is simple in appearance and simple in color. On the other hand, the PH version of the textbook has bright colors, large fonts, wide line spacing, corresponding color marks to the key contents, and there will be large gaps in the textbooks of both China and the United States, so as to facilitate students to take notes and look at the order in which the chapters are compiled. The teaching materials of human education are more systematic, pay more attention to the integrity of mathematical concepts, and follow the order of "structural characteristics-three views and intuitive diagrams-surface area and volume", while the PH edition is well organized. The contents generally follow the sequence of "normal projection graph-unfolded surface diagram and cross-section-structural feature-surface area-volume". From the presentation of the content of the textbook, the author points out that PH edition of the textbook attaches importance to the relationship between the concepts and the application of the concept. The textbook emphasizes the standard of concept, and the narration of concept is neat and consistent. In the way of concept establishment, PH edition textbooks are mostly introduced by context, supplemented by graphs to establish concrete concepts, and all of them will be configured with examples, while there is some phenomenon that some concepts do not have paradigms in the teaching materials of human education. In the process of understanding and solving problems of examples, PH edition textbook is more suitable for students' self-study and readability. From the point of view of students' requirements, the teaching materials of human education version involve less background fields, while PH edition textbooks involve a wide range of fields. Chinese and American textbooks mainly examine the procedural skills of knowledge, but there are few inquiring questions about knowledge. Finally, based on the conclusions of this study, this paper summarizes the characteristics of Chinese and American senior high school mathematics textbooks, and provides some suggestions for the compilation of Chinese senior high school mathematics textbooks.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

【參考文獻】

相關期刊論文 前1條

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本文編號：2043330