本文關(guān)鍵詞： 數(shù)學(xué)建模 中學(xué)數(shù)學(xué) 教與學(xué)　出處：《福建師范大學(xué)》2003年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】： 教育乃至數(shù)學(xué)教育到底能給人帶來(lái)什么?至少有更多的知識(shí)和能力幫助受教育者解決他們所面臨的問(wèn)題。傳統(tǒng)的(數(shù)學(xué))教育過(guò)分要求學(xué)生記憶書(shū)本知識(shí)或解決有固定答案可循的書(shū)本問(wèn)題，只能對(duì)分析性思維有效果外，而對(duì)發(fā)生在受教育者身邊的具體應(yīng)用性問(wèn)題所需的創(chuàng)造性思維和實(shí)踐性思維卻收效甚微(Sternberg)。這與數(shù)學(xué)的應(yīng)用價(jià)值越來(lái)越得到大家的重視、教育界普遍關(guān)注用數(shù)學(xué)知識(shí)解決實(shí)際問(wèn)題形成強(qiáng)烈的反差。培養(yǎng)學(xué)生適應(yīng)社會(huì)且為社會(huì)解決實(shí)際問(wèn)題做出貢獻(xiàn)乃是教育的最終目的。其中利用建立數(shù)學(xué)模型解決問(wèn)題的數(shù)學(xué)建模教學(xué)從國(guó)外到國(guó)內(nèi)，從大學(xué)到中學(xué)，越來(lái)越成為數(shù)學(xué)教育改革的一個(gè)熱點(diǎn)。 本文對(duì)中學(xué)數(shù)學(xué)建模的教與學(xué)作了一個(gè)簡(jiǎn)要的綜述，重點(diǎn)在第四、五、六部分，圍繞中學(xué)數(shù)學(xué)建模從內(nèi)容、學(xué)生和教師即數(shù)學(xué)教育的三要素進(jìn)行討論：在引言中用兩個(gè)例子說(shuō)明了目前教育的部分弊病和原因；第二部分從國(guó)內(nèi)外的數(shù)學(xué)教育改革引出中學(xué)數(shù)學(xué)建模教學(xué)與活動(dòng)；第三部分介紹了原型與數(shù)學(xué)模型的關(guān)系、數(shù)學(xué)模型及有關(guān)概念；第四部分介紹了數(shù)學(xué)建模的定義、在中學(xué)的運(yùn)用、數(shù)學(xué)建模步驟原則與方法、中學(xué)數(shù)學(xué)建模的內(nèi)容與現(xiàn)狀簡(jiǎn)介以及它和應(yīng)用題的區(qū)別；第五部分從數(shù)學(xué)學(xué)習(xí)的心理認(rèn)知理論角度討論中學(xué)數(shù)學(xué)建模，，并且把它擴(kuò)大到問(wèn)題的解決；第六部分詳細(xì)討論了中學(xué)數(shù)學(xué)建模的教學(xué)活動(dòng)與教學(xué)模式；第七部分在小范圍內(nèi)進(jìn)行跟蹤實(shí)驗(yàn)及其數(shù)據(jù)分析；第八部分為結(jié)束語(yǔ)。 本文的寫(xiě)作得到了福建師范大學(xué)數(shù)學(xué)系張勝元博士的熱心指導(dǎo)，在此表示衷心的感謝!
[Abstract]:Education and mathematics education in the end can bring what? At least have more knowledge and ability to help the educated to solve their problems. The traditional (Mathematics) education demanding students memory book knowledge or solve the problem of fixed answer books to follow, only to have the effect of analytical thinking, and the occurrence of in the specific application of the problem of education around the creative thinking and practical thinking has little effect (Sternberg). The application value of mathematics and attracted more and more attention and widespread concern in the education sector using mathematical knowledge to solve practical problems and form a strong contrast. Students adapt to the society and solve the practical problems make to the society the contribution is the ultimate goal of education. The teaching of mathematical modeling which is established by using mathematical model to solve the problem from foreign to domestic, from the university to the school, becoming number A hot spot in the reform of education.
In this paper, and learning in middle school mathematics modeling teaching is briefly summarized, focusing on the fourth, fifth, the six part focuses on mathematical modeling of middle school from the content, discusses the three factors of students and teachers that mathematics education: explaining the disadvantages and the current education reasons by two examples in the introduction; the second part leads to mathematics modeling of middle school teaching and activities from the reform of mathematics education at home and abroad; the third part introduces the relationship between the prototype and the mathematical model, mathematical model and relevant concepts; the fourth part introduces the definition of mathematical modeling in high school by using the principles and methods of mathematical modeling, steps, contents and current situation of mathematics modeling and the difference between it and the application the fifth part; cognitive psychology theory from the perspective of mathematics learning about mathematical modeling in middle school, and to solve the problem of expanding it into sixth parts are discussed in detail; The teaching activities and teaching modes of mathematics modeling in middle school; the seventh part carries on the tracking experiment and the data analysis in the small scope; the eighth part is the end language.
The writing of this article has been directed by Dr. Zhang Shengyuan of the Department of mathematics of Fujian Normal University.

【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2003
【分類(lèi)號(hào)】：G633.6

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前5條

1 付峰峰;高中數(shù)學(xué)建模教學(xué)設(shè)計(jì)與實(shí)踐[D];山東師范大學(xué);2011年

2 李濤;中等職業(yè)學(xué)校數(shù)學(xué)建模課程建設(shè)之研究[D];魯東大學(xué);2013年

3 許二龍;高中生數(shù)學(xué)建模能力水平研究[D];華中師范大學(xué);2013年

4 徐禮剛;在中學(xué)數(shù)學(xué)教學(xué)中滲入數(shù)學(xué)建模思想的研究[D];華中師范大學(xué);2013年

5 溫美枝;高中數(shù)學(xué)建模研究[D];內(nèi)蒙古師范大學(xué);2013年

本文編號(hào)：1497379