【摘要】：從2001年我國頒布《標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》到2011年的《標(biāo)準(zhǔn)(2011年版)》,幾何部分一直都是重點(diǎn),從“空間與圖形”到“圖形與幾何”,該部分一直都是義務(wù)教育階段四大領(lǐng)域之一,而人教版教材是目前國內(nèi)用的最多的教材,也是教材的典型代表,如何既遵循課程標(biāo)準(zhǔn)的變化,又可以在教材中更好的呈現(xiàn)“圖形與幾何”領(lǐng)域,是一個需要研究的問題。本文從課標(biāo)入手,縱向分析“圖形與幾何”在人教版教材中的呈現(xiàn)與編排,并且對以后的課程標(biāo)準(zhǔn)以及教材的編寫提出建議,并對教師的教學(xué)產(chǎn)生一定的啟發(fā)。本文選取《標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》和《標(biāo)準(zhǔn)(2011年版)》中關(guān)于“圖形與幾何”的目標(biāo)要求和內(nèi)容要求,進(jìn)行橫向?qū)Ρ确治?并在此基礎(chǔ)中,對人教版義務(wù)教育實(shí)驗(yàn)教科書進(jìn)行分析,對每一個學(xué)段的編排體例、編寫方式進(jìn)行分析,并從每一個學(xué)段選出典型例子從呈現(xiàn)方式、知識結(jié)構(gòu)等方面進(jìn)行對比,尋找人教版教材在“圖形與幾何”領(lǐng)域的優(yōu)點(diǎn)以及不足。通過研究,我們發(fā)現(xiàn)：1.從編排體例來看,人教版教材基本上是按照課程標(biāo)準(zhǔn)的要求進(jìn)行編排的,每一冊都包含了“圖形與幾何”的知識,基本上也達(dá)到了課程標(biāo)準(zhǔn)的目標(biāo)要求。2.從編寫方式上看,人教版教材雖然知識安排不夠緊密,但也符合課程標(biāo)準(zhǔn)“螺旋式上升”的要求,也體現(xiàn)了課程標(biāo)準(zhǔn)從人出發(fā)、以人為本的基本課程理念。3.從呈現(xiàn)方式上看,人教版的知識呈現(xiàn)比較符合學(xué)生的思維特點(diǎn),這是人教版的優(yōu)點(diǎn),但是也有不足,知識跨度太大,這就容易割裂數(shù)學(xué)知識的整體性。通過上面的分析,我們可以看出來人教版教材在“圖形與幾何”領(lǐng)域的編寫基本上是符合課程標(biāo)準(zhǔn)的基本理念的,但是也存在不足之處,針對這些不足,筆者又分別對教材、課程標(biāo)準(zhǔn)、教師提出了建議。
[Abstract]:From the promulgation of the Standard (Experimental draft) in 2001 to the Standard (2011 Edition) in 2011, the geometric part has always been the focus, from "Space and Graphics" to "Graphics and Geometry", which has always been one of the four fields of compulsory education. The teaching material of human education is the most widely used teaching material in our country at present, and it is also a typical representative of the textbook. How to follow the change of curriculum standard, and how to better present the field of "figure and geometry" in the textbook is a problem that needs to be studied. Starting with the curriculum standard, this paper analyzes the presentation and arrangement of "Graphics and Geometry" in the teaching material of human education edition, and puts forward some suggestions on the course standard and the compilation of the textbook in the future, and gives some enlightenment to the teaching of teachers. In this paper, the objective and content requirements of "Graphics and Geometry" in "Standard (Experimental draft)" and "Standard (2011 Edition)" are selected for horizontal comparative analysis. This paper analyzes the arrangement style and writing method of each learning paragraph, and selects typical examples from each learning paragraph to compare the presentation mode, knowledge structure, and so on, in order to find out the advantages and disadvantages of the teaching material in the field of "graphics and geometry". Through our research, we found that: 1. In terms of layout style, the teaching materials of human education edition are basically arranged according to the requirements of curriculum standards, and each volume contains the knowledge of "graphics and geometry", which basically meets the requirements of curriculum standards. From the point of view of compiling method, although the arrangement of knowledge is not close enough, it also accords with the requirement of "spiral rise" of curriculum standard, and also embodies the basic curriculum concept of "human being" and "people-oriented". From the point of view of presentation mode, the presentation of knowledge in education edition accords with the thinking characteristics of students, which is the advantage of education edition, but it also has shortcomings, and the knowledge span is too large, which is easy to separate the entirety of mathematical knowledge. Through the above analysis, we can see that the compilation of teaching materials in the field of "Graphics and Geometry" is basically in line with the basic concept of curriculum standards, but there are also shortcomings. Curriculum standards, teachers put forward suggestions.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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