高中新课程实施中学生数学能力培养的实践研究
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摘要
数学能力是人们认识数学、学习数学、使用数学的必不可少的能力,它对人类认识世界起到了不可替代的作用。伴随着时代的发展和科技的进步,人们更加认识到掌握数学的根本是掌握各种必不可少的数学能力。正因为如此,世界各国都非常重视对学生数学能力的培养。多年来各国的数学课程改革也都不断加强对学生掌握数学能力的要求。
2007年是我国高中数学新课程改革全面实行的一年,也是吉林省高一年级开始使用人教社A版新教材的第一年。新课程改革提出了高中数学教育的全新理念,这必将对中国的数学教育产生深远的影响。本文作者在高中教育实习期间有幸经历了这一改革实施的过程,并对新课程改革中的强调的“数学能力”培养的实施进行了调查和了解。
本文认为,新课程改革后的高一数学课程相比之前更加生动、细致,重视数学的应用,更加生活化,对学生和教师提出的各方面要求也更高,教师基本都能理解新课程理念并创造性的运用于教学之中,但往往忽视旧有的基础训练,导致学生的基础知识和基本技能欠缺,进而影响能力的形成。同时新课程对学生的要求大大提高以及初高中课程衔接不好也引起学生新学期的不适应。此外评价制度的落后等问题也进一步阻碍了新课程改革的顺利进行。
针对这些新课程改革实践中的问题,本文提出了对高中生数学能力培养的一些途径和方法:打好基础与发展能力并重;多样化教学目标,兼顾不同层次的学生;促进教师发展,应对新课程挑战;学校通过校本课程积极调整;对学生实行多元评价;增强初高中数学课程的衔接与贯通;加快高考的改革。
Mathematical ability is the ability that is necessary for people to cognize, learn, and apply mathematics. It fulfils irreplaceable functions for people’s cognition of the world. With the development of the age and the advancement of technology, people more clearly realize that the foundation of mastering mathematics is to acquire all kinds of essential mathematical abilities. Just because of this, all countries throughout the world attach special attention to cultivating students’mathematical ability. For the past many years, the curricular reforms of mathematics in all countries have continually strengthened the requirements of students’mathematical ability. In 2007, the new curricular reform of mathematics in China was fully implemented. During this year, in Jilin province, senior high students in Grade one began to use new course books published by the People Education Press (Edition A). The new curricular reform proposes a completely new concept of the mathematical education in senior highs, which will certainly have profound influence on the mathematical education in China. While being a student teacher in a senior high school, the author of this thesis experienced the process of implementing this reform, and made a research on and got familiar with the implementation of cultivating“mathematical ability”emphasized by the new curricular reform.
In the opinions of this paper, after the new curricular reform, the mathematical courses of the Grade one in senior highs are more vivid, specific, emphasize the application of mathematics, and hence are more close to real life. Furthermore, the requirements of all aspects to teachers and students are higher. Teachers can understand the concepts of the new curricular reform, and apply these concepts to teaching with their own creativity. However, the previous basic exercises are usually neglected, which leads to the students’lack of basic knowledge and skills, and further influences the cultivation of students’ability. Furthermore, students cannot get used to the new semester, because the greatly higher requirements to students proposed by the new curricula reform and unsatisfying transition between junior and senior high schools.
Focusing on these problems in the practice of the new curricular reform, this thesis puts forward such methods as attaching attention to both of laying good foundation and developing skills, verifying teaching aims so as to considering students at different levels, improving the developments of teachers in order to face the challenge of the new curricular reforms, actively adjusting through school-based courses, evaluating students from various aspects, strengthening the transition and harmony of mathematical courses between junior and senior high schools, and accelerating the reform of the entrance examination to colleges.
2007年是我国高中数学新课程改革全面实行的一年,也是吉林省高一年级开始使用人教社A版新教材的第一年。新课程改革提出了高中数学教育的全新理念,这必将对中国的数学教育产生深远的影响。本文作者在高中教育实习期间有幸经历了这一改革实施的过程,并对新课程改革中的强调的“数学能力”培养的实施进行了调查和了解。
本文认为,新课程改革后的高一数学课程相比之前更加生动、细致,重视数学的应用,更加生活化,对学生和教师提出的各方面要求也更高,教师基本都能理解新课程理念并创造性的运用于教学之中,但往往忽视旧有的基础训练,导致学生的基础知识和基本技能欠缺,进而影响能力的形成。同时新课程对学生的要求大大提高以及初高中课程衔接不好也引起学生新学期的不适应。此外评价制度的落后等问题也进一步阻碍了新课程改革的顺利进行。
针对这些新课程改革实践中的问题,本文提出了对高中生数学能力培养的一些途径和方法:打好基础与发展能力并重;多样化教学目标,兼顾不同层次的学生;促进教师发展,应对新课程挑战;学校通过校本课程积极调整;对学生实行多元评价;增强初高中数学课程的衔接与贯通;加快高考的改革。
Mathematical ability is the ability that is necessary for people to cognize, learn, and apply mathematics. It fulfils irreplaceable functions for people’s cognition of the world. With the development of the age and the advancement of technology, people more clearly realize that the foundation of mastering mathematics is to acquire all kinds of essential mathematical abilities. Just because of this, all countries throughout the world attach special attention to cultivating students’mathematical ability. For the past many years, the curricular reforms of mathematics in all countries have continually strengthened the requirements of students’mathematical ability. In 2007, the new curricular reform of mathematics in China was fully implemented. During this year, in Jilin province, senior high students in Grade one began to use new course books published by the People Education Press (Edition A). The new curricular reform proposes a completely new concept of the mathematical education in senior highs, which will certainly have profound influence on the mathematical education in China. While being a student teacher in a senior high school, the author of this thesis experienced the process of implementing this reform, and made a research on and got familiar with the implementation of cultivating“mathematical ability”emphasized by the new curricular reform.
In the opinions of this paper, after the new curricular reform, the mathematical courses of the Grade one in senior highs are more vivid, specific, emphasize the application of mathematics, and hence are more close to real life. Furthermore, the requirements of all aspects to teachers and students are higher. Teachers can understand the concepts of the new curricular reform, and apply these concepts to teaching with their own creativity. However, the previous basic exercises are usually neglected, which leads to the students’lack of basic knowledge and skills, and further influences the cultivation of students’ability. Furthermore, students cannot get used to the new semester, because the greatly higher requirements to students proposed by the new curricula reform and unsatisfying transition between junior and senior high schools.
Focusing on these problems in the practice of the new curricular reform, this thesis puts forward such methods as attaching attention to both of laying good foundation and developing skills, verifying teaching aims so as to considering students at different levels, improving the developments of teachers in order to face the challenge of the new curricular reforms, actively adjusting through school-based courses, evaluating students from various aspects, strengthening the transition and harmony of mathematical courses between junior and senior high schools, and accelerating the reform of the entrance examination to colleges.
引文
[1] 克鲁捷茨基.中小学数学能力心理学[M].李伯黍等译.上海:上海教育出版社,1983.3-58.
[2] 叶建红.新形势下数学能力及其培养[D].福州:福建师范大学,2003.
[3] 蔡上鹤.建国以来初中数学教学大纲的演变和启示[J].数学通报,44(3):5-7.
[4] 严士健,张奠宙,王尚志主编.普通高中数学课程标准(实验)解读[M].南京:江苏教育出版社,2004.7-349.
[5] 教育部基础教育司.全日制义务教育数学课程标准解读[M].北京:北京师范大学出版社,2002.
[6] 杨玉东,范文贵.高中新课程理念与实施[M].海口:海南出版社,2004.1-197.
[7] 傅海伦主编.数学新课程理念与实施[M].济南:山东教育出版社,2004.1-42.
[8] 中华人民共和国教育部制订.全日制义务教育数学课程标准(实验稿)[S].北京:北京师范大学出版社,2001.
[9] 中华人民共和国教育部制订.普通高中数学课程标准(实验)[S].北京:人民教育出版社,2003.
[10] 孙晓天主编.数学课程发展的国际视野[M].北京:高等教育出版社,2003.1-268.
[11] 美国国家研究委员会.人人关心数学教育的未来[R].方企勤等译.北京:世界图书出版公司.
[12] National Council of Teachers of Mathematics(NCTM),Principles and Standards for School Mathematics[S]. www.standards.nctm.org/documents.
[13] 英国学校数学教学调查委员会.数学算数.范良火译.北京:人民教育出版社,1994.
[14] Mullis,Martin,Gonzalez,et al.TIMSS 1999 international mathematics report:Findings from IEA’s repeat of the Third International Mathematics and Science Study at the eighth grade.Chestnut Hill,MA:TIMSS International Study Center,Boston College.2000.
[15] OFSTED(1999). Primary education : A review of primary education in England: 1994-1998.England:The Stationery Office.
[16] 日本文部省.高等学校学习指导要领 数学篇·理数篇[S].实教出版株式会社,1999.
[17] 郭玉峰.日本高中数学学习指导要领简介及思考[J].数学通报,2005,44(1):26 –29.
[18] 周莉莉.数学课程标准的国际比较与新世纪数学教育本质[J].重庆师范学院学报, 2000,17(4):83-87.
[19] 王建明.(美)全国数学教师理事会 2000 学校数学的原则和标准评介[J].北京教育学院学报,2001, 15(4):62-68.
[20] 孙宏安.中美数学课程目标比较[J].大连教育学院学报, 2004, 20(3):9-13.
[21] 孙名符,等.数学教育学原理[M].北京,科学出版社,1996.148.
[22] 马复,綦春霞主编.新课程理念下的数学学习评价[M].北京.高等教育出版社,2004.1-48.
[23] 丁尔升等.现代数学课程论[M].南京:江苏教育出版社,1997.
[24] 张厚案主编,心理与教育统计学[M],北京:北京师范大学出版社.
[25] 熊丙章,黄翔.数学课程标准与数学能力培养[J].中学数学教学参考.2003(4).
[26] 陈旭远主编.课程与教学论研究导引[M].长春.东北师大出版社,2005.61-136.
[27] 林崇德. 学习与发展——中小学生心理能力发展与培养[M].北京:北京师范大学出版社,1991.
[28] 林崇德.学习与发展[M].北京:北京教育出版社,1992.
[29] 张奠宙.“与时俱进”谈数学能力[J]. 数学教学,2002 (2).
[30] Jinfa Cai,Patricia Ann Kenney.Fostering mathematical thinking through multiple solutions [J].Mathematics Teaching in the Middle School;Apr 2000.
[31] Silver,Edward A; Smith,Margaret S.Teaching Mathematics and Thinking[J].The Arithmetic Teacher;Apr 1990.
[32] Koeno Gravemeijer.《How to Support Reform Mathematics Educatiaon》.
[2] 叶建红.新形势下数学能力及其培养[D].福州:福建师范大学,2003.
[3] 蔡上鹤.建国以来初中数学教学大纲的演变和启示[J].数学通报,44(3):5-7.
[4] 严士健,张奠宙,王尚志主编.普通高中数学课程标准(实验)解读[M].南京:江苏教育出版社,2004.7-349.
[5] 教育部基础教育司.全日制义务教育数学课程标准解读[M].北京:北京师范大学出版社,2002.
[6] 杨玉东,范文贵.高中新课程理念与实施[M].海口:海南出版社,2004.1-197.
[7] 傅海伦主编.数学新课程理念与实施[M].济南:山东教育出版社,2004.1-42.
[8] 中华人民共和国教育部制订.全日制义务教育数学课程标准(实验稿)[S].北京:北京师范大学出版社,2001.
[9] 中华人民共和国教育部制订.普通高中数学课程标准(实验)[S].北京:人民教育出版社,2003.
[10] 孙晓天主编.数学课程发展的国际视野[M].北京:高等教育出版社,2003.1-268.
[11] 美国国家研究委员会.人人关心数学教育的未来[R].方企勤等译.北京:世界图书出版公司.
[12] National Council of Teachers of Mathematics(NCTM),Principles and Standards for School Mathematics[S]. www.standards.nctm.org/documents.
[13] 英国学校数学教学调查委员会.数学算数.范良火译.北京:人民教育出版社,1994.
[14] Mullis,Martin,Gonzalez,et al.TIMSS 1999 international mathematics report:Findings from IEA’s repeat of the Third International Mathematics and Science Study at the eighth grade.Chestnut Hill,MA:TIMSS International Study Center,Boston College.2000.
[15] OFSTED(1999). Primary education : A review of primary education in England: 1994-1998.England:The Stationery Office.
[16] 日本文部省.高等学校学习指导要领 数学篇·理数篇[S].实教出版株式会社,1999.
[17] 郭玉峰.日本高中数学学习指导要领简介及思考[J].数学通报,2005,44(1):26 –29.
[18] 周莉莉.数学课程标准的国际比较与新世纪数学教育本质[J].重庆师范学院学报, 2000,17(4):83-87.
[19] 王建明.(美)全国数学教师理事会 2000 学校数学的原则和标准评介[J].北京教育学院学报,2001, 15(4):62-68.
[20] 孙宏安.中美数学课程目标比较[J].大连教育学院学报, 2004, 20(3):9-13.
[21] 孙名符,等.数学教育学原理[M].北京,科学出版社,1996.148.
[22] 马复,綦春霞主编.新课程理念下的数学学习评价[M].北京.高等教育出版社,2004.1-48.
[23] 丁尔升等.现代数学课程论[M].南京:江苏教育出版社,1997.
[24] 张厚案主编,心理与教育统计学[M],北京:北京师范大学出版社.
[25] 熊丙章,黄翔.数学课程标准与数学能力培养[J].中学数学教学参考.2003(4).
[26] 陈旭远主编.课程与教学论研究导引[M].长春.东北师大出版社,2005.61-136.
[27] 林崇德. 学习与发展——中小学生心理能力发展与培养[M].北京:北京师范大学出版社,1991.
[28] 林崇德.学习与发展[M].北京:北京教育出版社,1992.
[29] 张奠宙.“与时俱进”谈数学能力[J]. 数学教学,2002 (2).
[30] Jinfa Cai,Patricia Ann Kenney.Fostering mathematical thinking through multiple solutions [J].Mathematics Teaching in the Middle School;Apr 2000.
[31] Silver,Edward A; Smith,Margaret S.Teaching Mathematics and Thinking[J].The Arithmetic Teacher;Apr 1990.
[32] Koeno Gravemeijer.《How to Support Reform Mathematics Educatiaon》.
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