本文選題：數(shù)學史　切入點：中國傳統(tǒng)數(shù)學　出處：《曲阜師范大學》2016年碩士論文　論文類型：學位論文

【摘要】：近年來,隨著數(shù)學教育教學的發(fā)展,數(shù)學史與數(shù)學教育的關(guān)系越來越得到人們的廣泛關(guān)注,實踐證明數(shù)學史走進數(shù)學課堂在很大程度上促進了學生的數(shù)學學習,數(shù)學史對數(shù)學教育的作用顯而易見。但是,不難發(fā)現(xiàn),無論是國內(nèi)外數(shù)學專家學者還是在我們的數(shù)學教材中,關(guān)于“中國傳統(tǒng)數(shù)學”都言之甚少。一方面,對于中國傳統(tǒng)數(shù)學促進世界數(shù)學發(fā)展這一事實,在一定程度上并沒有得到人們的廣泛認可;另一方面,中國傳統(tǒng)數(shù)學在教學中的價值同樣沒有引起共鳴。當然,我們并不一味強調(diào)繼承中國傳統(tǒng)數(shù)學的成就而將國外優(yōu)秀成果拒之門外。但是,就當今國內(nèi)外對于中國傳統(tǒng)數(shù)學與數(shù)學教學研究結(jié)果分析來看,這種無端無視中國傳統(tǒng)數(shù)學的現(xiàn)象不得不引起我們的深思。本研究以“數(shù)學史與數(shù)學教育關(guān)系”為理論基礎(chǔ),結(jié)合數(shù)學教材,就中國傳統(tǒng)數(shù)學融入數(shù)學課程進行理論與實踐的研究。首先,鑒于數(shù)學史與數(shù)學教育關(guān)系的日益密切,本文在相關(guān)研究綜述部分就國內(nèi)外對中國傳統(tǒng)數(shù)學教育價值進行了描述,并就國內(nèi)《數(shù)學通報》、《數(shù)學教育學報》2007-2014年的涉及到數(shù)學史與數(shù)學教育關(guān)系類文章進行了統(tǒng)計分析,的確,“數(shù)學史與數(shù)學教育”的關(guān)系得到越來越多的關(guān)注,但同時也存在著一定的問題——中國傳統(tǒng)數(shù)學與數(shù)學教育的關(guān)系并沒有得到隨之而受關(guān)注,相比之下,對國外數(shù)學的研究明顯較多。由此出現(xiàn)了這樣一種“墻外開花墻內(nèi)香”的局面。第二,本文就本地區(qū)使用較廣的北師大版初中數(shù)學教材、人教A版高中數(shù)學教材中的傳統(tǒng)數(shù)學內(nèi)容及分布進行統(tǒng)計,不難看出,教材中引入的中國傳統(tǒng)數(shù)學內(nèi)容并不少,但也存在這樣兩種現(xiàn)象:一是教材中涉及到的中國傳統(tǒng)數(shù)學的出處較為集中,主要來自于《九章算術(shù)》、《周髀算經(jīng)》;二是在不同學習階段史料分布不均勻�？傮w看來,中國傳統(tǒng)數(shù)學在引入教材這一方面已有很大進步。第三,在進行教育實習的過程中以及與同學交流中,很多教師表示知道“課程標準”中對數(shù)學史的要求,也清楚數(shù)學史對于數(shù)學學習有一定的幫助,但表示在教學中不會引入此內(nèi)容。本文基于教育實踐,通過簡單的教學設(shè)計及教學片段來明確中國傳統(tǒng)數(shù)學融入數(shù)學教學的可行性,進一步表明中國傳統(tǒng)數(shù)學走進數(shù)學課堂的可操作性。總的看來,中國傳統(tǒng)數(shù)學無論從理論上講還是在實踐中,都有它獨特的價值,而對于它在數(shù)學教學方面的價值尤其應(yīng)該得到更多重視。
[Abstract]:In recent years, with the development of mathematics education and teaching, more and more attention has been paid to the relationship between mathematics history and mathematics education. The role of mathematics history in mathematics education is obvious. However, it is not difficult to find that there are few words about "Chinese traditional mathematics" in both domestic and foreign mathematics experts and scholars, as well as in our mathematics textbooks. To a certain extent, the fact that Chinese traditional mathematics promotes the development of mathematics in the world has not been widely recognized. On the other hand, the value of Chinese traditional mathematics in teaching has not resonated. We do not blindly emphasize inheriting the achievements of Chinese traditional mathematics and reject the outstanding achievements of foreign countries. However, from the analysis of the research results of Chinese traditional mathematics and mathematics teaching at home and abroad, This phenomenon of ignoring Chinese traditional mathematics for no reason has to arouse our deep thinking. This study is based on the relationship between mathematics history and mathematics education and combines with mathematics teaching materials. First of all, in view of the increasingly close relationship between mathematics history and mathematics education, this paper describes the value of Chinese traditional mathematics education at home and abroad. This paper also makes a statistical analysis of the articles concerning the relationship between the history of mathematics and mathematics education from 2007 to 2014. Indeed, more and more attention has been paid to the relationship between the history of mathematics and the education of mathematics. But at the same time, there is also a certain problem-the relationship between traditional Chinese mathematics and mathematics education has not been paid attention to, in contrast, There are many researches on mathematics in foreign countries. As a result, such a situation of "blossoming inside the wall outside the wall" appears. Secondly, this paper focuses on the widely used textbooks of junior high school mathematics in Beijing normal University. It is not difficult to find out that the traditional mathematics content and its distribution in the senior high school mathematics textbook are not less than the traditional Chinese mathematics content introduced in the teaching material. But there are also two phenomena: one is that the source of Chinese traditional mathematics involved in the textbook is relatively centralized, mainly from "Nine chapters arithmetic", "Zhou Bijia Sutra"; the other is that the historical materials are not evenly distributed at different stages of study. Generally speaking, Chinese traditional mathematics has made great progress in introducing teaching materials. Third, during the process of conducting educational practice and communicating with classmates, many teachers have said that they are aware of the requirements for the history of mathematics in the Curriculum Standards. It is also clear that the history of mathematics is of some help to the study of mathematics, but it indicates that this content will not be introduced into the teaching process. Based on educational practice, this paper clarifies the feasibility of integrating Chinese traditional mathematics into mathematics teaching through simple teaching design and teaching fragments. It further shows the maneuverability of Chinese traditional mathematics in mathematics classroom. Generally speaking, Chinese traditional mathematics has its unique value both in theory and in practice. And it should be paid more attention to its value in mathematics teaching.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.6

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