發(fā)布時(shí)間：2019-06-10 23:02

【摘要】：隨著科技的進(jìn)步,知識(shí)越來(lái)越成為提高綜合國(guó)力和國(guó)際競(jìng)爭(zhēng)力的決定性因素,各國(guó)普遍意識(shí)到在當(dāng)今世界想要立于不敗之地,就必須進(jìn)行教育改革。其中數(shù)學(xué)教育改革是當(dāng)今教育改革中一項(xiàng)十分重要的內(nèi)容,許多國(guó)家或地區(qū)都對(duì)數(shù)學(xué)課程進(jìn)行了不同程度的改革。論文首先對(duì)國(guó)內(nèi)外數(shù)學(xué)教育改革的研究現(xiàn)狀進(jìn)行了闡述,并說(shuō)明了本論文的研究意義以及研究方法。隨后回顧了美國(guó)、法國(guó)、日本三個(gè)國(guó)家歷次的數(shù)學(xué)教育改革。論文將美國(guó)數(shù)學(xué)教育改革歷程分為四個(gè)時(shí)期:新數(shù)學(xué)運(yùn)動(dòng)、回到基礎(chǔ)、問(wèn)題解決、標(biāo)準(zhǔn)運(yùn)動(dòng)。對(duì)每個(gè)時(shí)期數(shù)學(xué)教育改革的內(nèi)容以及特征進(jìn)行了具體介紹,并對(duì)歷次數(shù)學(xué)教育改革的成敗之處進(jìn)行了客觀分析。將法國(guó)數(shù)學(xué)教育改革按時(shí)間順序分為三個(gè)時(shí)期:六七十年代、八十年代、九十年代。同樣對(duì)每個(gè)時(shí)期的改革內(nèi)容以及基本特點(diǎn)進(jìn)行了具體介紹,并對(duì)歷次數(shù)學(xué)教育改革的成敗進(jìn)行了客觀分析,以供后續(xù)我國(guó)數(shù)學(xué)教育改革提供經(jīng)驗(yàn)教訓(xùn)�；仡櫲毡镜臄�(shù)學(xué)教育改革歷程,將其分為六個(gè)時(shí)期:單元學(xué)期時(shí)期、系統(tǒng)學(xué)習(xí)時(shí)期、數(shù)學(xué)教育現(xiàn)代化時(shí)期、輕松愉快的數(shù)學(xué)教育時(shí)期、適應(yīng)多樣化的數(shù)學(xué)教育時(shí)期以及21世紀(jì)初的數(shù)學(xué)教育改革。概括地?cái)⑹隽巳毡練v次數(shù)學(xué)教育改革的基本情況并對(duì)每次改革中存在的問(wèn)題和改革的成功之處進(jìn)行分析。論文縱向上回顧了自建國(guó)以來(lái)我國(guó)中小學(xué)數(shù)學(xué)教育改革的發(fā)展歷程,將其分為五部分:全面學(xué)習(xí)蘇聯(lián)與大躍進(jìn)(1949-1965)、數(shù)學(xué)教育大倒退(1966-1976)、數(shù)學(xué)教育的恢復(fù)、調(diào)整、發(fā)展(1977-1990)、全面貫徹素質(zhì)教育(1991-2000)、新世紀(jì)的教育改革(2001-今)。在回顧美國(guó)、法國(guó)、日本以及我國(guó)數(shù)學(xué)教育改革的基礎(chǔ)上,論文最后對(duì)數(shù)學(xué)教育改革進(jìn)行了反思,提出數(shù)學(xué)教育改革要遵循基本的教育規(guī)律、尊重學(xué)科的特點(diǎn),還要依據(jù)本國(guó)國(guó)情,不可盲目改革。本章還對(duì)時(shí)下流行的教學(xué)模式“慕課”、“微課”以及“翻轉(zhuǎn)課堂”進(jìn)行了分析,提出新技術(shù)在教育中的運(yùn)用不能從根本上改變傳統(tǒng)的教育模式,不建議大規(guī)模使用。
[Abstract]:With the progress of science and technology, knowledge has become more and more the decisive factor to improve the comprehensive national strength and international competitiveness. Countries generally realize that if they want to remain invincible in today's world, education reform must be carried out. Mathematics education reform is a very important part of today's education reform, and many countries or regions have carried out different degrees of reform of mathematics curriculum. Firstly, the paper expounds the research status of mathematics education reform at home and abroad, and explains the significance and research methods of this paper. Then it reviews the mathematics education reforms in the United States, France and Japan. This paper divides the process of mathematics education reform in the United States into four periods: new mathematics movement, return to foundation, problem solving, standard movement. This paper introduces the contents and characteristics of the reform of mathematics education in each period, and makes an objective analysis of the success or failure of the reform of mathematics education. The reform of French mathematics education is divided into three periods in chronological order: sixties and seventies, 1980 s and 1990 s. At the same time, this paper introduces the contents and basic characteristics of the reform in each period, and makes an objective analysis of the success or failure of the past reform of mathematics education, in order to provide experience and lessons for the follow-up reform of mathematics education in our country. This paper reviews the course of mathematics education reform in Japan and divides it into six periods: unit semester period, systematic study period, mathematics education modernization period, relaxed and happy mathematics education period. Adapt to the diversified period of mathematics education and the reform of mathematics education at the beginning of the 21 st century. This paper briefly describes the basic situation of mathematics education reform in Japan and analyzes the problems existing in each reform and the success of the reform. This paper reviews the development of mathematics education reform in primary and secondary schools in China since the founding of the people's Republic of China, and divides it into five parts: comprehensive study of the Soviet Union and the Great Leap forward (1999 鈮，

本文編號(hào)：2496797