發(fā)布時間：2017-12-26 22:32

  本文關(guān)鍵詞：高中數(shù)學(xué)教材中數(shù)學(xué)建模內(nèi)容的分析及再設(shè)計　出處：《華東師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中數(shù)學(xué) 教材中數(shù)學(xué)建模內(nèi)容 分析與再設(shè)計

【摘要】：我國的《普通高中數(shù)學(xué)課程標(biāo)準(zhǔn)(實驗)》(以下簡稱《高中標(biāo)準(zhǔn)》)要求在高中學(xué)段開展數(shù)學(xué)建模活動,《高中標(biāo)準(zhǔn)》所提及的數(shù)學(xué)建模是面向所有學(xué)生的數(shù)學(xué)建模。相較于傳統(tǒng)的數(shù)學(xué)建模課程,面向普通高中學(xué)生的數(shù)學(xué)建模有其自己的特點,而數(shù)學(xué)教材作為建模內(nèi)容的載體,應(yīng)盡可能將其體現(xiàn)。另一方面,《高中標(biāo)準(zhǔn)》希望學(xué)生通過相關(guān)內(nèi)容的學(xué)習(xí),能夠逐步培養(yǎng)應(yīng)用數(shù)學(xué)解決實際問題的能力,而這正是數(shù)學(xué)建模內(nèi)容所應(yīng)反饋出來的。本研究將基于其他研究的經(jīng)驗對中學(xué)數(shù)學(xué)建模本質(zhì)及特點進(jìn)行討論,并對高中教材中數(shù)學(xué)建模內(nèi)容進(jìn)行分析,為其設(shè)計提供建議。本研究的研究問題是：什么是高中數(shù)學(xué)教材中的數(shù)學(xué)建模內(nèi)容?教材中數(shù)學(xué)建模的內(nèi)容具體有怎樣的特點?現(xiàn)行高中教材中數(shù)學(xué)建模內(nèi)容是如何呈現(xiàn)的?又應(yīng)如何更好地設(shè)計?本文由以下部分組成：第一部分緒論,主要討論研究的背景、意義、研究的問題和方法。第二部分文獻(xiàn)綜述,對國內(nèi)外學(xué)者對中學(xué)數(shù)學(xué)建模相關(guān)研究進(jìn)行綜述。第三部分通過文獻(xiàn)內(nèi)容的分析對中學(xué)數(shù)學(xué)建模的內(nèi)容進(jìn)行界定,并討論了數(shù)學(xué)建模內(nèi)容設(shè)計應(yīng)具備的要素。研究得到如下結(jié)論,高中教材中數(shù)學(xué)建模內(nèi)容的定義應(yīng)滿足如下三條：1)經(jīng)歷完整的數(shù)學(xué)建模過程；2)問題從某一情境出發(fā)；3)數(shù)學(xué)模型在解題過程中被使用。同時,教材中數(shù)學(xué)建�；顒拥膬�(nèi)容構(gòu)成包括了六個要素。第四部分基于前文對數(shù)學(xué)建模內(nèi)容特點的討論,對我國部分高中教材中數(shù)學(xué)建模的內(nèi)容進(jìn)行了整理,編碼和比較,并選取部分內(nèi)容進(jìn)行再次編寫設(shè)計。第五部分結(jié)論,對高中數(shù)學(xué)建�；顒娱_展提出建議,總結(jié)整個研究并進(jìn)行展望。
[Abstract]:China's "high school mathematics curriculum standard" (hereinafter referred to as "high school standard") requires that we carry out mathematical modeling activities in senior high school. The mathematical modeling mentioned in high school standard is a mathematical modeling for all students. Compared with the traditional mathematical modeling course, mathematical modeling for senior high school students has its own characteristics. As a carrier of modeling content, mathematics teaching should reflect it as much as possible. On the other hand, "high school standard" hopes that students can gradually train practical mathematics to solve practical problems through the learning of related contents, which is the feedback from mathematical modeling contents. Based on other research experience, this study will discuss the essence and characteristics of mathematical modeling in middle school, and analyze the contents of mathematical modeling in high school textbooks, so as to provide suggestions for its design. The research questions are: what are the contents of mathematical modeling in high school mathematics teaching of mathematical modeling in? What are the features of the specific contents of the contents of the current high school textbooks of mathematical modeling? How is presented? And how to better design? This paper consists of the following parts: the first part is the introduction, problems and research methods the background and significance of the research, the main discussion. The second part of the literature review, the domestic and foreign scholars on middle school mathematical modeling related research. The third part defines the content of mathematical modeling in middle school through the analysis of the contents of the literature, and discusses the elements that should be possessed in the design of mathematical modeling content. The following conclusions are drawn from the research. The definition of mathematical modeling content in high school textbooks should meet the following three points: 1) experience the complete mathematical modeling process; 2) the problem starts from a certain situation; 3) the mathematical model is used in solving problems. At the same time, the content of mathematical modeling activities in the textbook consists of six elements. The fourth part, based on the discussion of the content characteristics of mathematical modeling, collated, encoded and compared the contents of mathematical modeling in some high school textbooks in China, and selected some of the contents to be re designed. The fifth part of the conclusion, the high school mathematical modeling activities to carry out suggestions, sum up the whole research and prospect.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 吳志鵬;;高中數(shù)學(xué)教材的“二次開發(fā)”[J];中國數(shù)學(xué)教育;2013年Z2期

2 徐斌艷;;高中數(shù)學(xué)教材探究內(nèi)容的分析指標(biāo)體系及比較研究[J];課程·教材·教法;2012年10期

3 李金蛟;;數(shù)學(xué)教材二次開發(fā)的原則與路徑探微[J];數(shù)學(xué)通訊;2012年18期

4 李建軍;;新課程教材高中數(shù)學(xué)建模模塊的比較研究[J];高中數(shù)學(xué)教與學(xué);2012年06期

5 孔祥武;;數(shù)學(xué)教材二次開發(fā)使用中的幾點建議[J];數(shù)學(xué)通訊;2011年06期

6 龐坤;李秀林;;數(shù)學(xué)建模課程學(xué)習(xí)的評價研究[J];廊坊師范學(xué)院學(xué)報(自然科學(xué)版);2010年04期

7 楊彥;;高中數(shù)學(xué)建模部分教材比較研究[J];成都大學(xué)學(xué)報(教育科學(xué)版);2009年02期

8 李明振;喻平;宋乃慶;;數(shù)學(xué)建模的一般認(rèn)知過程研究[J];數(shù)學(xué)教育學(xué)報;2008年06期

9 李向陽;楊伊生;;數(shù)學(xué)問題解決的研究綜述[J];內(nèi)蒙古師范大學(xué)學(xué)報(教育科學(xué)版);2008年06期

10 但琦;朱德全;宋寶和;;中學(xué)生數(shù)學(xué)建模能力的影響因素及其培養(yǎng)策略[J];中國教育學(xué)刊;2007年04期

，

本文編號：1339157