中美兩國(guó)高中數(shù)學(xué)教材三角函數(shù)的比較研究
發(fā)布時(shí)間：2018-09-01 10:44
【摘要】：教材是學(xué)生學(xué)習(xí)的重要知識(shí)載體,通過對(duì)教材知識(shí)的國(guó)際比較,可以很好地為我國(guó)的教材編寫提供借鑒,從而優(yōu)化我國(guó)的教材編寫理念.三角函數(shù)是高中數(shù)學(xué)的重要內(nèi)容之一,它既是對(duì)函數(shù)內(nèi)容的進(jìn)一步拓展,又可以加深學(xué)生對(duì)函數(shù)知識(shí)的應(yīng)用性認(rèn)識(shí).中國(guó)PEP教材、美國(guó)UCSMP教材和CPM教材在各自國(guó)家的中學(xué)的發(fā)行量都比較廣泛,在師生間都受到普遍歡迎,因此筆者選取這三套教材作為比較的素材,以三角函數(shù)內(nèi)容為比較對(duì)象,從知識(shí)處理,習(xí)題設(shè)置以及信息技術(shù)與知識(shí)的整合三個(gè)視角對(duì)以上三套教材加以比較.通過對(duì)以上三套教材的比較,可以看出：在知識(shí)內(nèi)容上：PEP教材在結(jié)構(gòu)編排上注重知識(shí)邏輯性,強(qiáng)調(diào)知識(shí)之間的前后連貫性,能夠從學(xué)生已有知識(shí)水平上找出新的生長(zhǎng)點(diǎn)；UCSMP教材注重知識(shí)的全面性,知識(shí)覆蓋面廣且內(nèi)容相對(duì)豐富；而CPM教材在知識(shí)的編排上則顯得有些散亂.在習(xí)題設(shè)置上：在習(xí)題數(shù)量設(shè)置方面,UCSMP教材最多,其次是PEP教材,CPM教材最少；在習(xí)題類型設(shè)置方面,三套教材都重視習(xí)題的分層設(shè)置,以滿足不同學(xué)生的需要;在習(xí)題難度方面,PEP教材比較注重學(xué)生的運(yùn)算與推理能力,CPM教材則注重知識(shí)的綜合程度和習(xí)題背景的選取,而UCSMP教材則注重學(xué)生對(duì)數(shù)學(xué)知識(shí)的認(rèn)知.在信息技術(shù)方面,三套教材都提倡使用計(jì)算器和計(jì)算機(jī)來輔助教學(xué)和學(xué)習(xí),以幫助學(xué)生簡(jiǎn)化計(jì)算,準(zhǔn)確作圖,從而提高學(xué)習(xí)效率.總之,PEP教材注重知識(shí)的邏輯性與銜接性,但是對(duì)數(shù)學(xué)知識(shí)的素材來源有所欠缺,UCSMP教材注重習(xí)題的層次性與多樣性,CPM教材在素材的選取上注重豐富多樣性.因此我國(guó)的PEP教材可以借鑒美國(guó)的兩套教材,注重?cái)?shù)學(xué)知識(shí)與信息技術(shù)的融合,知識(shí)內(nèi)容和素材的聯(lián)系.
[Abstract]:Teaching material is an important knowledge carrier for students to learn. Through the international comparison of textbook knowledge, it can provide a good reference for the compilation of textbooks in our country, and thus optimize the idea of compiling textbooks in our country. Trigonometric function is one of the important contents of mathematics in senior high school. It not only extends the content of function, but also deepens the students' understanding of the application of function knowledge. The circulation of Chinese PEP textbooks, American UCSMP textbooks and CPM textbooks in middle schools in their respective countries are relatively extensive and are generally welcomed by teachers and students. Therefore, the author selects these three sets of textbooks as materials for comparison, and takes trigonometric functions as the objects of comparison. The above three sets of textbooks are compared from the perspectives of knowledge processing, problem setting and integration of information technology and knowledge. Through the comparison of the above three sets of textbooks, we can see: in the knowledge content, we can find out the new growth point from the level of the students' existing knowledge by paying attention to the knowledge logic and the coherence between the knowledge in the structure arrangement of the teaching material: 1. UCSMP textbooks focus on the comprehensiveness of knowledge, the knowledge coverage is wide and the content is relatively rich, while the CPM textbooks are somewhat scattered in the arrangement of knowledge. In the setting of exercises: the number of exercises is the most, the second is PEP textbooks, the three sets of textbooks pay more attention to the layering of exercises to meet the needs of different students. In terms of difficulty of exercises, UCSMP textbooks pay more attention to the students' ability of calculation and reasoning. CPM textbooks pay more attention to the comprehensive degree of knowledge and the selection of exercise background, while UCSMP textbooks pay attention to students' cognition of mathematical knowledge. In the field of information technology, the three sets of teaching materials advocate the use of calculators and computers to assist in teaching and learning, so as to help students simplify calculation, make drawings accurately, and improve their learning efficiency. In short, PEP textbooks emphasize the logic and cohesion of knowledge, but the sources of mathematical knowledge are deficient. UCSMP textbooks pay attention to the hierarchy and diversity of exercises. CPM textbooks pay attention to rich diversity in the selection of materials. Therefore, the PEP textbooks in our country can draw lessons from the two sets of American textbooks, pay attention to the integration of mathematical knowledge and information technology, and the connection of knowledge content and material.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6
本文編號(hào)：2216951
[Abstract]:Teaching material is an important knowledge carrier for students to learn. Through the international comparison of textbook knowledge, it can provide a good reference for the compilation of textbooks in our country, and thus optimize the idea of compiling textbooks in our country. Trigonometric function is one of the important contents of mathematics in senior high school. It not only extends the content of function, but also deepens the students' understanding of the application of function knowledge. The circulation of Chinese PEP textbooks, American UCSMP textbooks and CPM textbooks in middle schools in their respective countries are relatively extensive and are generally welcomed by teachers and students. Therefore, the author selects these three sets of textbooks as materials for comparison, and takes trigonometric functions as the objects of comparison. The above three sets of textbooks are compared from the perspectives of knowledge processing, problem setting and integration of information technology and knowledge. Through the comparison of the above three sets of textbooks, we can see: in the knowledge content, we can find out the new growth point from the level of the students' existing knowledge by paying attention to the knowledge logic and the coherence between the knowledge in the structure arrangement of the teaching material: 1. UCSMP textbooks focus on the comprehensiveness of knowledge, the knowledge coverage is wide and the content is relatively rich, while the CPM textbooks are somewhat scattered in the arrangement of knowledge. In the setting of exercises: the number of exercises is the most, the second is PEP textbooks, the three sets of textbooks pay more attention to the layering of exercises to meet the needs of different students. In terms of difficulty of exercises, UCSMP textbooks pay more attention to the students' ability of calculation and reasoning. CPM textbooks pay more attention to the comprehensive degree of knowledge and the selection of exercise background, while UCSMP textbooks pay attention to students' cognition of mathematical knowledge. In the field of information technology, the three sets of teaching materials advocate the use of calculators and computers to assist in teaching and learning, so as to help students simplify calculation, make drawings accurately, and improve their learning efficiency. In short, PEP textbooks emphasize the logic and cohesion of knowledge, but the sources of mathematical knowledge are deficient. UCSMP textbooks pay attention to the hierarchy and diversity of exercises. CPM textbooks pay attention to rich diversity in the selection of materials. Therefore, the PEP textbooks in our country can draw lessons from the two sets of American textbooks, pay attention to the integration of mathematical knowledge and information technology, and the connection of knowledge content and material.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6
【參考文獻(xiàn)】
相關(guān)期刊論文 前1條
1 林丹;胡典順;王明巧;;美國(guó)高中Core-Plus Mathematics數(shù)學(xué)教材編排結(jié)構(gòu)特點(diǎn)及啟示[J];數(shù)學(xué)通報(bào);2015年01期
，本文編號(hào)：2216951
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