【摘要】：在今天這樣高速發(fā)展的信息時(shí)代,“數(shù)學(xué)作為人類(lèi)文化的重要組成部分”已經(jīng)成為人們的共識(shí),它無(wú)處不在,數(shù)學(xué)思維方法滲透在生活的方方面面,數(shù)學(xué)素質(zhì)的培養(yǎng)是人才培養(yǎng)的一個(gè)重要方面,對(duì)人的發(fā)展起著極其關(guān)鍵的作用。而對(duì)于高中教育來(lái)說(shuō),培養(yǎng)其綜合素養(yǎng)是高中教育的最主要的目標(biāo),而數(shù)學(xué)素養(yǎng)則是高中教育培養(yǎng)綜合素養(yǎng)的重要環(huán)節(jié)。隨著中國(guó)大規(guī)模的新課程改革的推進(jìn),2003年教育部頒發(fā)的《普通高中數(shù)學(xué)課程標(biāo)準(zhǔn)》中,明確提出在中學(xué)階段開(kāi)展數(shù)學(xué)文化的教學(xué)活動(dòng)要求,而數(shù)學(xué)課程的“基本理念�！币裁鞔_提到“數(shù)學(xué)是人類(lèi)文化的重要組成部分。數(shù)學(xué)課程應(yīng)該幫助學(xué)生了解數(shù)學(xué)在人類(lèi)文明發(fā)展中的作用,逐步形成正確的數(shù)學(xué)觀。”數(shù)學(xué)影響著社會(huì),作為基礎(chǔ)科學(xué),數(shù)學(xué)的發(fā)展推動(dòng)了社會(huì)的發(fā)展。在社會(huì)發(fā)展中,數(shù)學(xué)的體系在逐漸完善,數(shù)學(xué)學(xué)科的內(nèi)容也在逐步發(fā)展。本論文從已有的研究出發(fā),對(duì)研究數(shù)學(xué)文化和數(shù)學(xué)素養(yǎng)的文獻(xiàn)進(jìn)行分析和梳理,闡述了有關(guān)數(shù)學(xué)文化素養(yǎng)的一些基本理論,主要梳理的是數(shù)學(xué)文化素養(yǎng)的概念、內(nèi)涵、特征、構(gòu)成要素及數(shù)學(xué)文化的教育價(jià)值等。此外,以高中學(xué)生為研究對(duì)象,通過(guò)問(wèn)卷調(diào)查法對(duì)高中生數(shù)學(xué)文化素養(yǎng)的整體水平進(jìn)行分析,其中包含兩個(gè)部分：一部分是數(shù)學(xué)文化知識(shí)得分的描述統(tǒng)計(jì)；另一部分是對(duì)數(shù)學(xué)文化的認(rèn)識(shí)的描述性分析。整體水平的分析是按問(wèn)卷題目設(shè)置的逐題描述統(tǒng)計(jì)。而對(duì)于不同年級(jí)和不同性別的學(xué)生在數(shù)學(xué)文化素養(yǎng)方面存在的差異則較為深入和系統(tǒng)的分析,得到了以下幾個(gè)結(jié)論：1.從整體水平分析的兩部分?jǐn)?shù)據(jù)來(lái)看,高中學(xué)生大多數(shù)具備一定的數(shù)學(xué)文化素養(yǎng),但是水平不高。2.高一年級(jí)學(xué)生數(shù)學(xué)文化素養(yǎng)和高二年級(jí)學(xué)生文化素養(yǎng)之間存在顯著性差異,高二學(xué)生的數(shù)學(xué)文化素養(yǎng)明顯好于高一學(xué)生的。而高二年級(jí)學(xué)生的數(shù)學(xué)文化素養(yǎng)與高三年級(jí)學(xué)生的數(shù)學(xué)文化素養(yǎng)水平?jīng)]有顯著性差異。3.數(shù)學(xué)文化素養(yǎng)在高中學(xué)生的性別之間差異并不明顯。男生和女生的數(shù)學(xué)文化素養(yǎng)不存在顯著性差異,但是從數(shù)學(xué)文化知識(shí)得分和數(shù)學(xué)文化的認(rèn)識(shí)方面男生的數(shù)學(xué)文化素養(yǎng)狀況稍稍?xún)?yōu)于女生。根據(jù)前三個(gè)部分的理論梳理和實(shí)證調(diào)查分析結(jié)果,并且對(duì)高中學(xué)生數(shù)學(xué)文化素養(yǎng)發(fā)展存在的問(wèn)題及原因做了深入的分析,本文在第四章提出了提高高中學(xué)生數(shù)學(xué)文化素養(yǎng)的具體對(duì)策及方案。具體來(lái)說(shuō)就是抓住學(xué)生獲得數(shù)學(xué)文化的關(guān)鍵期進(jìn)行教學(xué),在課堂教學(xué)過(guò)程中引入數(shù)學(xué)文化的案例教學(xué),用數(shù)學(xué)文化創(chuàng)設(shè)課堂教學(xué)情境,處理好數(shù)學(xué)文化教育與“雙基”教學(xué)的關(guān)系,引導(dǎo)學(xué)生應(yīng)用數(shù)學(xué)解決實(shí)際問(wèn)題。
[Abstract]:In today's rapidly developing information age, "mathematics as an important part of human culture" has become a common understanding, it is everywhere, mathematical thinking methods permeate every aspect of life. The cultivation of mathematical quality is an important aspect of talent training and plays an extremely important role in the development of human beings. For high school education, cultivating its comprehensive literacy is the most important goal of high school education, and mathematics literacy is an important link in high school education. With the development of the new curriculum reform in China, in the Mathematics Curriculum Standard of General Senior High School issued by the Ministry of Education in 2003, the requirement of teaching activities of mathematics culture in the middle school stage is clearly put forward, and the "basic idea" of mathematics curriculum is put forward. It is also explicitly mentioned that "mathematics is an important part of human culture." Mathematics courses should help students understand the role of mathematics in the development of human civilization and gradually form a correct view of mathematics. " Mathematics affects society. As a basic science, the development of mathematics promotes the development of society. In the social development, the mathematics system is gradually consummating, the mathematics discipline content is also developing step by step. Starting from the existing research, this paper analyzes and combs the literature on mathematical culture and mathematical literacy, and expounds some basic theories about mathematical cultural literacy, mainly combing the concept, connotation and characteristics of mathematical cultural literacy. Elements and the educational value of mathematical culture. In addition, taking senior high school students as the research object, this paper analyzes the overall level of mathematics cultural literacy of senior high school students by questionnaire, which includes two parts: one is the descriptive statistics of mathematics cultural knowledge scores; The other part is the descriptive analysis of the understanding of mathematical culture. The analysis of the overall level is a topic-by-topic description of the questionnaire. On the other hand, the differences between different grades and different genders in mathematics cultural literacy are deeply and systematically analyzed, and the following conclusions: 1: 1 are obtained. From the overall level analysis of the two parts of the data, high school students have a certain level of mathematics and cultural literacy, but the level is not high. 2. There is a significant difference between the mathematics cultural literacy of the first grade students and that of the sophomore students. The mathematics cultural literacy of the sophomore students is obviously better than that of the first year students. However, there is no significant difference between the mathematics cultural literacy of the sophomore students and that of the third grade students. 3. There is no obvious difference between the sexes of high school students in mathematics literacy. There was no significant difference between boys and girls in mathematical cultural literacy, but boys' mathematical cultural literacy was slightly better than that of girls in terms of the scores of mathematical cultural knowledge and the recognition of mathematical culture. According to the first three parts of the theoretical combing and empirical analysis of the results, and the development of senior high school students' mathematical cultural literacy problems and reasons for in-depth analysis, In the fourth chapter, the author puts forward the concrete countermeasures and schemes to improve the mathematics cultural literacy of senior high school students. Specifically, it is to grasp the key period for students to acquire mathematics culture, to teach, to introduce the case teaching of mathematics culture into the classroom teaching process, and to create the classroom teaching situation with mathematics culture. This paper deals with the relationship between mathematics culture education and "double basis" teaching, and guides students to solve practical problems by applying mathematics.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.6

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本文編號(hào)：2136794