本文選題：數(shù)學(xué)語言轉(zhuǎn)換 + 數(shù)學(xué)語言　； 參考：《云南師范大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)概念、定義、定理是用數(shù)學(xué)語言來表述的,而且大部分概念、定義、定理都會(huì)用三種數(shù)學(xué)語言表述。教師課堂上需要用數(shù)學(xué)語言來交流,學(xué)生解題的過程就是進(jìn)行數(shù)學(xué)語言轉(zhuǎn)換的過程,所以數(shù)學(xué)語言轉(zhuǎn)換在數(shù)學(xué)學(xué)習(xí)中至關(guān)重要。學(xué)生解題過程中,讀不懂題目的原因往往是不理解相應(yīng)的數(shù)學(xué)語言或是不會(huì)將相應(yīng)的數(shù)學(xué)語言進(jìn)行轉(zhuǎn)換。由于高中數(shù)學(xué)知識(shí)點(diǎn)增多、教師數(shù)學(xué)語言不規(guī)范、教師對(duì)學(xué)生數(shù)學(xué)語言轉(zhuǎn)換能力缺少培養(yǎng)策略原因,使得學(xué)生的數(shù)學(xué)語言轉(zhuǎn)換能力偏低。該研究以玉溪市第一中學(xué)高一、高二學(xué)生作為研究對(duì)象,將數(shù)學(xué)語言轉(zhuǎn)換能力分為6個(gè)維度,結(jié)合SOLO分類理論,對(duì)“高中學(xué)生數(shù)學(xué)語言轉(zhuǎn)換能力水平”進(jìn)行調(diào)查研究。采用文獻(xiàn)法、調(diào)查法、訪談法和課堂觀察法為研究工具,主要研究以下三個(gè)問題:高中學(xué)生的數(shù)學(xué)語言轉(zhuǎn)換能力水平?影響高中學(xué)生數(shù)學(xué)語言轉(zhuǎn)換能力的因素有哪些?如何培養(yǎng)學(xué)生的數(shù)學(xué)語言轉(zhuǎn)換能力?通過調(diào)查得到以下結(jié)論:從總體上來說,高中學(xué)生的數(shù)學(xué)語言轉(zhuǎn)換能力水平并不高,在6個(gè)一級(jí)維度上,學(xué)生的圖形語言轉(zhuǎn)換成符號(hào)語言的能力最好,其次是文字語言與符號(hào)語言的互換能力;學(xué)生的文字語言轉(zhuǎn)換成圖形語言,符號(hào)語言轉(zhuǎn)換成圖形語言的能力最差;男生和女生在每個(gè)維度的數(shù)學(xué)語言語言轉(zhuǎn)換能力并沒有表現(xiàn)出明顯的差異;高二年級(jí)學(xué)生在各個(gè)維度的語言轉(zhuǎn)換能力都高于高一年級(jí)學(xué)生。有5個(gè)維度高二年級(jí)的語言轉(zhuǎn)換能力高出高一年級(jí)十多個(gè)百分點(diǎn)。學(xué)生的數(shù)學(xué)語言轉(zhuǎn)換能力與學(xué)生的數(shù)學(xué)成績(jī)存在顯著性的正相關(guān)關(guān)系。說明提高學(xué)生的數(shù)學(xué)語言轉(zhuǎn)換能力可提高學(xué)生的數(shù)學(xué)成績(jī)�；谝陨系恼{(diào)查結(jié)論,論文將結(jié)合數(shù)學(xué)學(xué)科特點(diǎn)、教師的教學(xué)方式、高中學(xué)生的學(xué)習(xí)習(xí)慣三個(gè)方面,分析影響高中學(xué)生數(shù)學(xué)語言轉(zhuǎn)換能力水平的因素,并提出了三點(diǎn)教學(xué)策略,給出了三個(gè)典型的教學(xué)案例設(shè)計(jì),以便一線數(shù)學(xué)教師參考和借鑒。
[Abstract]:Mathematical concepts, definitions, theorems are expressed in mathematical languages, and most concepts, definitions, theorems are expressed in three mathematical languages. Teachers need to communicate with mathematical language in class. The process of students' problem solving is the process of mathematical language conversion, so the transformation of mathematical language is very important in mathematics learning. In the process of solving a problem, the reason why students can not understand the problem is that they do not understand the corresponding mathematical language or do not change the corresponding mathematical language. Due to the increase of mathematics knowledge points in senior high school, the non-standard mathematics language of teachers, and the lack of training strategies for students' mathematical language conversion ability, the students' mathematical language conversion ability is on the low side. In this study, the students of Grade one and Grade two in the first Middle School of Yuxi City were taken as the research objects, the ability of mathematical language conversion was divided into six dimensions, and the level of mathematical language conversion ability of senior high school students was investigated in combination with the theory of Solo classification. Using literature, investigation, interview and classroom observation as the research tools, this paper mainly studies the following three questions: the level of high school students' ability of mathematical language conversion? What are the factors that affect the ability of high school students' mathematical language conversion? How to cultivate students' ability of mathematical language conversion? Through the investigation, the following conclusions are drawn: generally speaking, the ability of high school students to convert mathematical language is not high, and the ability of transforming graphics language into symbolic language is the best in the six first-level dimensions. The second is the interchanging ability of character language and symbol language, the students' ability of transforming character language into graphic language, and the ability of symbol language into graphic language is the worst. There is no significant difference between boys and girls in the ability of mathematical language conversion in each dimension; the language conversion ability of senior two students in each dimension is higher than that of senior one students. In five dimensions, the language conversion ability of grade two is more than ten percentage points higher than that of grade one. There is a significant positive correlation between students' mathematical language conversion ability and students' mathematics achievement. It is shown that improving students' ability of language conversion in mathematics can improve students' achievement in mathematics. Based on the above findings, this paper will analyze the factors that affect the students' ability of language conversion in mathematics from three aspects: the characteristics of mathematics, the teaching methods of teachers and the study habits of senior high school students, and put forward three teaching strategies. Three typical teaching case designs are given for reference and reference of first-line mathematics teachers.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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本文編號(hào)：2009136