【摘要】：數(shù)學(xué)是一種文化,數(shù)學(xué)的教學(xué)可以稱之為文化的教學(xué),即為數(shù)學(xué)文化的教學(xué)。隨著中小學(xué)數(shù)學(xué)課程改革的實施,越來越多的研究者開始重視數(shù)學(xué)文化在教學(xué)中的滲透作用,剖析數(shù)學(xué)文化滲透的全過程�！皵�(shù)學(xué)文化”的教學(xué)已經(jīng)慢慢步入數(shù)學(xué)課堂,構(gòu)建新型的數(shù)學(xué)文化課堂,在教學(xué)中發(fā)揮數(shù)學(xué)文化的魅力作用,充分體現(xiàn)了數(shù)學(xué)的科學(xué)應(yīng)用價值與美學(xué)價值。本文主要包括七個方面:第一部分是緒論,介紹了課題提出的背景,研究的國內(nèi)外現(xiàn)狀、目的、意義與方法。第二部分是對數(shù)學(xué)文化的相關(guān)研究綜述,包括數(shù)學(xué)文化的界定、數(shù)學(xué)文化的特點、數(shù)學(xué)文化的價值、研究的理論基礎(chǔ)。第三部分是數(shù)學(xué)文化在初中數(shù)學(xué)教學(xué)中滲透現(xiàn)狀調(diào)查,分為調(diào)查目的、調(diào)查對象與方法、調(diào)查內(nèi)容、調(diào)查結(jié)果、調(diào)查現(xiàn)狀分析。第四部分是有關(guān)初中數(shù)學(xué)教學(xué)中滲透數(shù)學(xué)文化的實驗研究,主要是實驗設(shè)計、實驗相關(guān)變量、實驗實施過程、實驗調(diào)查結(jié)果四大部分。第五部分是數(shù)學(xué)文化缺失的原因分析,主要有以下三個方面:(1)教師自身數(shù)學(xué)文化素質(zhì)不高;(2)數(shù)學(xué)課堂中數(shù)學(xué)文化滲透不夠;(3)教材與試題對數(shù)學(xué)文化的導(dǎo)向不強。第六部分是有關(guān)初中數(shù)學(xué)教學(xué)中滲透數(shù)學(xué)文化的策略,根據(jù)文化缺失的原因,提出三點策略:(1)教師努力提高自身數(shù)學(xué)文化素養(yǎng);(2)將數(shù)學(xué)文化融入數(shù)學(xué)課堂;(3)考試試題彰顯數(shù)學(xué)文化魅力。第七部分是反思與總結(jié)。本課題的研究是在寧波市三所中學(xué)的問卷調(diào)查與訪談的基礎(chǔ)之上完成的。本研究表明,在初中數(shù)學(xué)教學(xué)中,有意識地滲透數(shù)學(xué)文化是推進數(shù)學(xué)文化發(fā)展的有效途徑之一。數(shù)學(xué)文化在初中數(shù)學(xué)教學(xué)中的滲透是個持久并深遠的過程,需要教師大膽嘗試,提倡數(shù)學(xué)文化與數(shù)學(xué)教學(xué)的有機統(tǒng)一。
[Abstract]:Mathematics is a culture, mathematics teaching can be called cultural teaching, that is, mathematics culture teaching. With the implementation of mathematics curriculum reform in primary and secondary schools, more and more researchers begin to pay attention to the permeation function of mathematics culture in teaching, and analyze the whole process of mathematics culture penetration. The teaching of "mathematics culture" has entered the mathematics classroom slowly, constructs the new mathematics culture classroom, in the teaching exerts the mathematics culture the charm function, has fully manifested the mathematics science application value and the esthetics value. This article mainly includes seven aspects: the first part is the introduction, introduces the background, the domestic and foreign present situation of the research, the purpose, the significance and the method. The second part is a summary of the related research on mathematical culture, including the definition of mathematical culture, the characteristics of mathematical culture, the value of mathematical culture, and the theoretical basis of the research. The third part is the investigation of the infiltration of mathematics culture in junior high school mathematics teaching, which is divided into investigation purpose, investigation object and method, investigation content, investigation result, investigation present situation analysis. The fourth part is about the experimental research on the penetration of mathematics culture in mathematics teaching in junior high school, mainly about the experimental design, experimental variables, the process of experiment implementation, and the results of experimental investigation. The fifth part is the analysis of the reasons for the lack of mathematics culture, which mainly includes the following three aspects: (1) the teachers' own mathematics culture quality is not high; (2) the mathematics culture penetration in mathematics classroom is not enough; (3) the guidance of teaching materials and test questions to mathematics culture is not strong. The sixth part is about the strategy of infiltrating mathematics culture in mathematics teaching in junior high school. According to the reasons of cultural deficiency, three strategies are put forward: (1) teachers try hard to improve their own mathematics cultural accomplishment; (2) integrate mathematics culture into mathematics classroom; (3) the examination questions show the charm of mathematics culture. The seventh part is reflection and summary. The research is completed on the basis of questionnaires and interviews in three middle schools in Ningbo. This study shows that in junior high school mathematics teaching, consciously infiltrating mathematics culture is one of the effective ways to promote the development of mathematics culture. The permeation of mathematics culture in junior high school mathematics teaching is a lasting and far-reaching process, which requires teachers to make bold attempts to promote the organic unity of mathematics culture and mathematics teaching.
【學(xué)位授予單位】：廣西民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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