数学文化在小学数学教学中的价值及其课程论分析

【作者】 刘令；

【导师】 徐文彬；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2008， 硕士

【副题名】基于“数学课标”与苏教版小学数学教科书的剖析

【摘要】 数学是人类文化的重要组成部分,它作为一种理性的深层次文化对人类社会有着深刻的影响。当前,数学的文化价值与文化观念已受到数学界和数学教育界的普遍重视。在教育部颁发的《全日制义务教育数学课程标准(实验稿)》中,已明确提到“数学是人类的一种文化,它的内容、思想、方法和语言是现代文明的重要组成部分。”本文在分析他人对数学文化理解的基础上,指出狭义的数学文化主要是指生长于数学知识之上的数学观念系统,这里的观念系统包括数学精神、数学观念与数学意识、数学思想方法、数学美和数学史料等等。本文力图从数学文化的角度看待数学,即认同数学是人类的一种文化,数学不仅具有其独特的文化价值与人文意蕴,而且与其它文化有着千丝万缕的联系,更为重要的是,它也有自身的范围与局限。在认同数学是人类的一种文化的基础上,结合数学课程标准及小学数学教科书,阐述数学文化在小学数学教育中的作用,并试图在阐述小学数学文化的教学现状的基础上,对制约小学数学文化教学的因素进行分析,从教师方面、教科书的编写以及教学评价三方面得出结论,提出建议。更多还原

【Abstract】 Mathematics is an important part of culture, which will exert great influence on human society as a rational and deep culture. Nowadays, the researchers of mathematics and mathematics education pay more attention to the cultural values and conceptions of mathematics. In the Mathematics Curriculum in Compulsory Education of the full-time system granted by the Department of Education, we find that mathematics is a kind of human culture, the contents, thoughts, ways and language of which are the integral parts of modern civilization. In this thesis, We analyze the different views of mathematics culture. On the basis of it, we point out mathematics culture mainly refer to the system of mathematics conceptions originating from the mathematics knowledge in the narrow sense. The system of mathematics conceptions consist of mathematics spirit, mathematics conception and sense, ways of mathematics thoughts, the beauty of mathematics, mathematics literature, and so on.In this thesis mathematics is reviewed in the view of mathematics culture, that is to regard mathematics as a culture with culture value and humanism spirit, but also with other cultures are inextricably linked. What is more important, it also has the scope and limitations of their own. With the idea that mathematics is a culture in mind, the effect of mathematic culture is displayed in the process of mathematics teaching in primary school. And according to the real statement of mathematics education, the factors that restrict on elemental mathematic education are analyzed. The analysis is organized in three parts, the teaching staff, the teaching material and teaching evaluation and accordingly the suggestions are given.更多还原