中英初中数学教材中定义引入方式的比较研究
发布时间：2018-11-04 10:56
【摘要】：概念引入是数学中概念教学的开始也是初中数学教学中很容易忽视的问题之一。由于概念引入是以学生为主体,为学生提供自主学习的环境,这就要求教师要站在学生的角度上考虑问题,设置问题情景从而使学生处于思考的状态中,通过学生的自主思考、分析、归纳、比较、最后抽象出概念。所以一个合理的,j恰当的概念引入不仅可以激发学生学习的兴趣,培养学生的思维能力,而且可以让学生更深入地理解所学的数学知识。本文笔者通过对比中国人民教育出版社义务教育阶段的初中数学教材和英国SMP版初中数学教材,得到两版教材在定义的引入方式上存在的差异。由于两版教材在定义引入方式上存在的差异比较大,笔者针对得出的结论做了进一步的思考,希望能够为广大一线教师提供一些教学上的参考的意见。以往的文章通常是针对某一概念在几个不同版本数学教材中的引入方式进行研究。本文中,笔者将对比中英初中数学教材中的代数、几何、概率统计三部分的定义的引入方式进行研究。通过对比研究,找出同一定义的引入方式的不同,并将其归类,对其分析,最后得出如下结论：中国人教版初中数学教材善于用两种给出定义的方式来引入一个定义,习惯先从研究问题的引入点出发,如旧知和实际背景被使用了5次,实际问题和数学问题被使用了3次,实验操作被使用了2次。使用实际背景引入的目的是为了激发学生的学习兴趣和学习热情；使用问题引入的目的是为了让学生意识到数学问题是来源于生活的；使用旧知引入的目的是为了让学生在学过的数学知识的基础上来学习新的知识；使用实验操作的目的是为了让学生在动手制作的过程中体会数学知识的生成过程。当学生的积极性被调动之后再从数学思维的角度来给出数学定义,在所选的22个定义中,白描被使用了9次,抽象定义被使用了7次,归纳被使用了3次,类比被使用了2次。英国的SMP版初中数学教材不善于使用几种引入方式的结合,不太注重从引入点着手进行引入,只有3个定义分别使用了实际背景、实验操作和旧知,完全没有使用实际问题和数学问题。它们的引入比较倾向于直接从数学的思维方式入手,如在所选的22个定义中抽象定义方式被使用了15次,白描被使用了7次,没有使用类比和归纳的引入定义的方式。
[Abstract]:Concept introduction is the beginning of concept teaching in mathematics and one of the problems that is easy to be ignored in junior high school mathematics teaching. Since the introduction of concept takes students as the main body and provides students with an environment for autonomous learning, it requires teachers to consider problems from the perspective of students, to set up problem situations so that students are in a state of thinking and to think through students' autonomy. Analysis, induction, comparison, and finally abstract the concept. Therefore, a reasonable and appropriate concept can not only stimulate students' interest in learning and cultivate their thinking ability, but also enable students to understand more deeply the mathematics knowledge they have learned. By comparing the junior high school mathematics textbooks of the compulsory education stage of the Chinese people's Education Publishing House with the British SMP edition of junior high school mathematics textbooks, the author obtains the differences in the ways of introducing the definitions of the two editions of textbooks. Because of the difference in the definition of the two editions of textbooks, the author makes further thinking on the conclusions, hoping to provide some teaching reference for the teachers. Previous articles usually focus on the introduction of a concept in several different versions of mathematics textbooks. In this paper, the author will compare the definition of algebra, geometry, probability and statistics in junior middle school mathematics textbooks. Through comparative study, the author finds out the different ways of introducing the same definition, classifies it, analyzes it, and draws the following conclusion: the Chinese educational edition of junior high school mathematics textbook is good at introducing a definition in two ways. It is customary to start with the introduction point of the research problems, such as the old knowledge and the actual background are used five times, the practical problems and mathematical problems are used three times, and the experimental operations are used twice. The purpose of using practical background is to arouse students' interest in learning and study enthusiasm, and the purpose of using problem is to make students realize that mathematics problem comes from life. The purpose of introducing old knowledge is to let students learn new knowledge on the basis of learned mathematics knowledge, and the purpose of using experimental operation is to let students understand the process of generating mathematical knowledge in the process of hands-on production. When the students' enthusiasm is aroused, the mathematical definition is given from the angle of mathematical thinking. Of the 22 definitions selected, the drawing is used 9 times, the abstract definition is used 7 times, the inductive definition is used 3 times, and the analogy is used twice. The SMP version of British junior high school mathematics textbooks are not good at using the combination of several ways of introducing, do not pay much attention to the introduction from the point of introduction, only three definitions use the actual background, experimental operation and old knowledge, respectively. No practical or mathematical problems are used at all. Their introduction tends to start directly from the mathematical way of thinking, for example, the abstract definition is used 15 times in the 22 selected definitions, the white drawing is used 7 times, and no analogy or inductive method is used to introduce the definition.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2309608
[Abstract]:Concept introduction is the beginning of concept teaching in mathematics and one of the problems that is easy to be ignored in junior high school mathematics teaching. Since the introduction of concept takes students as the main body and provides students with an environment for autonomous learning, it requires teachers to consider problems from the perspective of students, to set up problem situations so that students are in a state of thinking and to think through students' autonomy. Analysis, induction, comparison, and finally abstract the concept. Therefore, a reasonable and appropriate concept can not only stimulate students' interest in learning and cultivate their thinking ability, but also enable students to understand more deeply the mathematics knowledge they have learned. By comparing the junior high school mathematics textbooks of the compulsory education stage of the Chinese people's Education Publishing House with the British SMP edition of junior high school mathematics textbooks, the author obtains the differences in the ways of introducing the definitions of the two editions of textbooks. Because of the difference in the definition of the two editions of textbooks, the author makes further thinking on the conclusions, hoping to provide some teaching reference for the teachers. Previous articles usually focus on the introduction of a concept in several different versions of mathematics textbooks. In this paper, the author will compare the definition of algebra, geometry, probability and statistics in junior middle school mathematics textbooks. Through comparative study, the author finds out the different ways of introducing the same definition, classifies it, analyzes it, and draws the following conclusion: the Chinese educational edition of junior high school mathematics textbook is good at introducing a definition in two ways. It is customary to start with the introduction point of the research problems, such as the old knowledge and the actual background are used five times, the practical problems and mathematical problems are used three times, and the experimental operations are used twice. The purpose of using practical background is to arouse students' interest in learning and study enthusiasm, and the purpose of using problem is to make students realize that mathematics problem comes from life. The purpose of introducing old knowledge is to let students learn new knowledge on the basis of learned mathematics knowledge, and the purpose of using experimental operation is to let students understand the process of generating mathematical knowledge in the process of hands-on production. When the students' enthusiasm is aroused, the mathematical definition is given from the angle of mathematical thinking. Of the 22 definitions selected, the drawing is used 9 times, the abstract definition is used 7 times, the inductive definition is used 3 times, and the analogy is used twice. The SMP version of British junior high school mathematics textbooks are not good at using the combination of several ways of introducing, do not pay much attention to the introduction from the point of introduction, only three definitions use the actual background, experimental operation and old knowledge, respectively. No practical or mathematical problems are used at all. Their introduction tends to start directly from the mathematical way of thinking, for example, the abstract definition is used 15 times in the 22 selected definitions, the white drawing is used 7 times, and no analogy or inductive method is used to introduce the definition.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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