本文選題：不確定性數(shù)學(xué)思想 + 價(jià)值��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：數(shù)學(xué)思想是對(duì)數(shù)學(xué)知識(shí)和數(shù)學(xué)活動(dòng)性質(zhì)的一種哲學(xué)認(rèn)識(shí),是數(shù)學(xué)的靈魂。研究數(shù)學(xué)思想,有利于我們對(duì)數(shù)學(xué)知識(shí)本質(zhì)的深入理解,對(duì)數(shù)學(xué)規(guī)律的深度掌握。受后現(xiàn)代主義課程觀的影響,人們逐步意識(shí)到數(shù)學(xué)知識(shí)具有不確定性。以數(shù)學(xué)知識(shí)的不確定性為基礎(chǔ),不確定性數(shù)學(xué)思想逐漸形成。然而,不確定性數(shù)學(xué)思想的涵義是什么,有哪些表征,有何教育價(jià)值,教師在教學(xué)中運(yùn)用這種思想有哪些困境,如何將不確定性數(shù)學(xué)思想運(yùn)用于教學(xué)等問(wèn)題,卻很少有人深入地研究。因此,本文試圖以“不確定性數(shù)學(xué)思想”為主線,探討不確定性數(shù)學(xué)思想的涵義、教育價(jià)值、困境,并給出相應(yīng)的實(shí)踐建議。本論文主要包括五個(gè)部分：緒論部分：主要介紹研究本論題的選題緣由、研究的目的和意義,并梳理總結(jié)了國(guó)內(nèi)外關(guān)于不確定性數(shù)學(xué)思想的研究現(xiàn)狀,最后闡明了本論文研究的主要問(wèn)題。第一部分：闡明不確定性數(shù)學(xué)思想的內(nèi)涵、具體表征和學(xué)科價(jià)值。首先,通過(guò)查詢資料歸納出不確定性數(shù)學(xué)思想的涵義,并研究了不確定性數(shù)學(xué)思想的發(fā)展歷史；其次,從三個(gè)方面論述了不確定性數(shù)學(xué)思想的表征：數(shù)學(xué)內(nèi)容的不完備性,數(shù)學(xué)表現(xiàn)形式的多樣性和數(shù)學(xué)結(jié)論的臨時(shí)性；最后,澄明不確定性數(shù)學(xué)思想的學(xué)科價(jià)值。第二部分：主要論述不確定性數(shù)學(xué)思想的教育價(jià)值。第一,不確定性數(shù)學(xué)思想喚醒了教師的數(shù)學(xué)課程意識(shí)；第二,營(yíng)造了教師教學(xué)創(chuàng)造的空間；第三,促進(jìn)了學(xué)生創(chuàng)造力的發(fā)展。第三部分：根據(jù)訪談、問(wèn)卷調(diào)查等結(jié)果,結(jié)合相關(guān)理論,分析了不確定性數(shù)學(xué)思想在教學(xué)實(shí)踐中的困境。首先,師生大多數(shù)持?jǐn)?shù)學(xué)知識(shí)確定性觀；其次,教材編排過(guò)度追求數(shù)學(xué)知識(shí)的確定性；第三,教與學(xué)方式的模式化；最后,教師課堂評(píng)價(jià)技能較為欠缺。第四部分：對(duì)基于不確定性數(shù)學(xué)思想的教學(xué)給出了建議。第一,逐步滲透數(shù)學(xué)知識(shí)不確定性的理念；第二,充分發(fā)揮教師的教學(xué)機(jī)智；第三,提高學(xué)生的數(shù)學(xué)想象力；第四,建立個(gè)性化的評(píng)價(jià)制度。
[Abstract]:Mathematical thought is a philosophical understanding of mathematical knowledge and mathematical activity, and the soul of mathematics. The study of mathematical thought is conducive to our deep understanding of the essence of mathematical knowledge and the deep mastery of mathematical laws. Influenced by the postmodernism curriculum view, people gradually realize that mathematical knowledge is uncertain. Based on the uncertainty of mathematical knowledge, the idea of uncertainty mathematics is gradually formed. However, what is the meaning, what is the representation, what is the educational value of the uncertain mathematics thought, what are the predicaments of the teachers' application of the idea in teaching, and how to apply the uncertainty mathematics thought to the teaching, and so on? But few people go into it in depth. Therefore, this paper attempts to discuss the meaning, educational value and predicament of the uncertain mathematics thought with the main line of "the uncertain mathematics thought", and gives the corresponding practice suggestion. This paper mainly includes five parts: introduction: mainly introduces the reason of the topic, the purpose and significance of the research, and summarizes the current situation of the research on uncertainty mathematics at home and abroad. Finally, the main problems of this paper are expounded. The first part: expound the connotation, concrete representation and subject value of uncertainty mathematics thought. Firstly, the meaning of uncertain mathematics thought is summed up by querying data, and the developing history of uncertainty mathematics thought is studied. Secondly, the representation of uncertainty mathematics thought is discussed from three aspects: the incompleteness of mathematics content, The diversity of mathematical expressions and the temporary conclusion of mathematics; finally, the clarification of the subject value of uncertain mathematical thought. The second part mainly discusses the educational value of uncertain mathematics thought. Firstly, uncertainty mathematics awakens teachers' consciousness of mathematics curriculum; second, creates the space of teachers' teaching creation; third, promotes the development of students' creativity. The third part: according to the results of interview, questionnaire and related theories, this paper analyzes the dilemma of uncertain mathematics in teaching practice. Firstly, most teachers and students hold the certainty view of mathematical knowledge; secondly, the textbook arrangement excessively pursues the certainty of mathematical knowledge; third, the mode of teaching and learning is stylized; finally, teachers' classroom evaluation skills are relatively lacking. The fourth part: gives the suggestion to the teaching based on the uncertainty mathematics thought. First, gradually infiltrate the concept of uncertainty of mathematical knowledge; second, give full play to teachers' teaching wit; third, improve students' mathematical imagination; fourth, establish a personalized evaluation system.
【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】：2016
【分類號(hào)】：G633.6

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