我国义务教育数学课程标准中“图形与几何”内容的最小容量研究

发布时间：2018-03-22 17:07

本文选题：义务教育　切入点：数学课程标准　出处：《中央民族大学》2016年硕士论文　论文类型：学位论文

【摘要】：我校关于“民族地区中小学以数学为龙头的理科教学改革研究”的调研结果显示,我国少数民族地区学生的数学学业状况,整体上仅及国家标准的一半或更低,基本处于不及格的水平。这一结果在一定程度上反衬出我国数学课程标准要求偏高,内容偏难这一事实。另一方面,现如今我国数学教学的主要形式依然是“教师教,学生听”,这种灌输式教学导致“应试教育”、“题型教育”现象在全国普遍存在。而且,从21世纪初到现在,“减负”一直是课程改革的主题,但学生的课业负担“不降反增”。这些问题不禁让我疑惑：除了民族地区地理位置、民族文化、教育水平等客观因素外,导致我国义务教育仍存在以上问题的原因是什么?是否与国家课程标准的“多”和“难”有直接的关系?此外,当我对各国义务教育阶段的数学课程标准有所了解后,我发现：世界各国义务教育阶段的数学课程标准均为“最低”要求的标准,而我国数学课程标准的难度和课程内容的多少却远远超过了这些标准。而且,在众多关于我国义务教育阶段课程内容的研究中,并没有关于“最低”、“最小”或“最起码”数学课程标准的研究。本论文围绕上述这些问题,从课程内容的角度,考虑我国是否存在一个“最低”、“最小”或“最起码”的课程内容体系,以此作为符合“减负”要求的义务教育国家数学课程标准。为实现这一研究目标,本文对符合“最小”课程标准的课程内容进行界定,制定了以“成长性”、“有用性”、“育人价值”为原则的筛选准则,并根据此准则采取了以文本分析、统计分析为主的研究方法,从以下四个角度展开系统分析：1.将我国现有数学课程标准的课程内容与另外10个国家的数学课程标准的课程内容进行比较；2.将我国现有数学课程标准的课程内容与历年数学课程标准(或教学大纲)的课程内容进行比较；3.以《普通高中数学课程标准(实验稿)》(以下简称《高中课程标准(实验稿)》)的课程内容为依据,对我国现有义务教育数学课程标准(简称《课程标准(2011年版)》)的课程内容进行成长性分析；4.研究我国现有数学课程标准的课程内容是否利于学生“核心数学素养”的养成。因为我国现有义务教育数学课程标准的课程内容涉及四个领域,范围广、内容多,所以本文根据以上原则,采用文本分析的方法仅对“图形与几何”领域的内容进行了具体分析,最终得出“图形与几何”领域的“最少”或“最起码”的课程内容范围。其中：1.数量方面：共包括课程内容50条,相比现有数学课程标准“图形与几何”领域的132条少了82条,不足现有课程标准相应内容数量的五分之二；2.课程难度方面：相比现有课程标准“图形与几何”领域的难度要求,降低难度要求的内容有28条,难度没有变化的内容有22条,总体上降低难度要求的幅度达到56%。从上述两个方面可以看出,对于我国义务教育数学课程标准的课程内容来说,通过“减少课程内容的数量”、“降低课程内容的难度”来控制学生课业负担,同时通过增加课程的弹性,达到促进学生全面发展、健康成长的目的,实现教育均衡发展的目标是可行的。
[Abstract]:Our research on "teaching reform of Science in mathematics as the leading schools in minority areas showed that the mathematical learning status of students in the minority areas of our country on the whole, only half or less and the national standard, basic in the failing level. This result reflects China's higher math curriculum standards to a certain extent, the fact that the content is difficult. On the other hand, now the main form of mathematics teaching in our country is still the" teachers teach, students listen ", this leads to instill" exam oriented education "teaching," style education "is a common phenomenon in the country. Moreover, from the beginning of the twenty-first Century to the present," it has been the theme of the curriculum reform, but the academic burden on students "did not fall". These problems so that I can not help but wonder: in addition to the geographical location, minority culture, education level and other objective factors, cause What is the reason of China's compulsory education still exists the problems above? Whether national curriculum standard "many" and "difficult" has a direct relationship? In addition, when I on the stage of compulsory education mathematics curriculum standard, I found: the stage of compulsory education mathematics curriculum standards all over the world are the lowest "the requirements of the standard, and how much difficulty and the curriculum content of Chinese mathematics curriculum standard is far more than the standard. Moreover, in a number of compulsory education course in Chinese study, and not on the" minimum "," minimum "or" at least "mathematics curriculum standard research. This thesis around these issues, from the perspective of curriculum contents, considering our country whether there is a" minimum "," minimum "or" at least "curriculum system, so as to meet the requirements of the" burden "of the obligation The national mathematics curriculum standards in education. To achieve this aim, the course content in accordance with the "minimum" curriculum standard to define, to develop a "growth" and "usefulness", "the screening criteria of educational value" principle, and to take the text analysis according to this criterion, the methods of Statistics and analysis mainly, from the following four aspects: 1. system analysis compares the curriculum standards of mathematics curriculum curriculum existing mathematics curriculum standards in China and other 10 countries; 2. courses will be the contents of the existing mathematics curriculum standard of our country and the mathematics curriculum standards (Syllabus) to compare the curriculum content; 3. in "ordinary high school mathematics curriculum standard (experimental draft)" (hereinafter referred to as the "high school curriculum standard (experimental draft) >) curriculum based on China's existing compulsory education mathematics curriculum standards (referred to as the" The curriculum standard (2011 Edition) >) the course content of growth analysis; 4. of the existing course content of mathematics curriculum standard of our country is to develop students' mathematical literacy core ". Because the curriculum content of mathematics curriculum in our country the existing standard of compulsory education involves four fields, a wide range of content, so this paper according to the above principles, using the method of text analysis of" graphics and geometry "in the field of content are analyzed, finally obtains the" graphics and geometry "in the field of" minimum "or" curriculum at least ". The number: 1. aspects: curriculum content consists of 50, compared with the existing mathematics curriculum the standard" graphics and geometry "in the field of 132 less than 82, the corresponding content deficiencies of the existing curriculum standard number 2/5; 2. course difficulty: compared to the existing curriculum standard" graphics and geometric" The difficulty of the field, reduce the difficulty of the content is 28, the difficulty does not change the contents of the 22, the overall requirements of the magnitude of 56%. and decrease the difficulty from the above two aspects can be seen, the curriculum content for compulsory education mathematics curriculum standard of our country, through the "quantity" to reduce the course content, reduce "the difficulty of the course content" to control the students' burden, at the same time by increasing the curriculum flexibility, to promote students' all-round development, healthy growth to realize the balanced development of education is feasible.

【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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