中等职业学校数学应用教学策略研究
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摘要
随着科技的进步，信息科学的飞速发展，数学的应用领域日趋广泛。数学应用的教学也引起了数学教育界的关注。本文审视了国内外数学应用教学改革的趋势，对中等职业学校数学教学的现状进行了分析，指出了中等职业学校加强数学应用教学的必要性和重要性，最后，提出了相应的教学策略。
本文对数学应用教学策略的研究分理论研究和实验研究两个部分
在理论研究中，首先强调数学教育观的更新：更新教学目的观，就是把数学教学从传授知识、技能和培养“三大能力”为主要目的转化为以培养数学观念、培养运用数学的意识、培养创造精神和培养广泛的数学能力为主要教学目的；树立以学生为本的观念就是强调学生在学习中的主体地位；树立数学的应用、进行数学交流、重视猜想及发现和创造、使用计算机和计算器，数学为专业服务等现代教学观；使用数学来源于现实、扎根于现实、应用于现实，考虑每个学生的数学现实的“现实数学”观。其次，从数学应用对人的思维过程的起点、人对数学价值的评价以及社会对数学的可接受性的影响等三个方面论述了数学应用的价值。最后以较大的篇幅对“再创造”教学策略、认知与情感相结合的教学策略、活动课的教学策略、合作学习教学策略和数学应用问题教学策略等五个教学策略，既从理论上进行了论证，又就如何实施提出了教学方法的建议。
在实验研究中，采取实验班与对照班对比实验。实验班采取改变课堂教学结构、增加实践活动课、增加数学建模教学内容和加强数学课与专业的联系等实验教学方法，始终贯彻数学应用这条主线。通过一学期的实验初步得出结论：加强数学应用实验教学，不但可以提高学生的数学成绩、培养学生学习数学的兴趣、激发学生学习数学的动机、还可以提高学生解应用问题的能力，有利于学生探索、创造能力的培养。并根据实验中所遇到的问题，对职业学校数学教学提出了一些建议。
With the development of science and technology, especially information science, the mathematics is used increasing widely. The teaching of mathematical caused the educational circle to pay close attention, In this paper, the author scanned the tendency of teaching reform of applied mathematics in and out of China, analyzed the present situation of mathematical teaching of the secondary vocational school, and then bring forwarded that the secondary vocational school should pay great attention to the necessity and importance of the teaching of mathematical application. In the end, that the emphases of this paper were corresponsive given teaching tactics.
In the paper, the research of teaching tactics of the mathematical contains two parts: the theorized research and experimental research.
In the theorized research, firstly, the author emphasizes the improvement of educational concept of math. According to the new concept, the teachers should get rid of the old idea -- the main teaching aim is to pass on knowledge and technology and to foster "three major abilities", and teachers should define the new teaching aim -- to foster the new mathematical concept, consciousness of mathematical application and wide abilities in math; The conception should to erect in which students are foundation emphasizes students' position of main body in their studies. Teachers should have the modern teaching concept: intercommunicating in mathematical, guess, discovery and creation, use with the computers and calculators, to give service to specialties; Teacher should foster " the realistic concept of math" that math originates from reality, takes root in reality, is applied to reality and
teachers think over the actual condition of each student. Secondly, the author discussed the importance of mathematical application in three parts: the influence of the mathematical application on the beginning of thought process, the influence of the man on evaluating mathematical importance and the influence of social mathematical acceptability. Finally, the author proved the tactics in theory and explained how to use the advices. The teaching tactic contains five parts: tactics of re-creation, tactics of connection between cognition and emotion, tactics of teaching practice class, tactics of joint studies and tactics of teaching mathematical application.
In the experimental research, the author carried out the experiment on experimental class and controlled class. The experimental class was experimented with the way of changing the teaching instruct, increasing the course of practice, increasing the mathematical content and strengthening the connection between math and specialty . In the experiment, the thought of mathematical application guided the process to the end. After a term, the author drew a preliminary conclusion: strengthening experimental teaching of mathematical application, teachers can make students get higher marks, foster the interest of math, arouse the in motive of math and improve the ability in solving applied problems, In addition, according to the experiment, the author gives some advice on mathematical teaching in vocational school.
本文对数学应用教学策略的研究分理论研究和实验研究两个部分
在理论研究中，首先强调数学教育观的更新：更新教学目的观，就是把数学教学从传授知识、技能和培养“三大能力”为主要目的转化为以培养数学观念、培养运用数学的意识、培养创造精神和培养广泛的数学能力为主要教学目的；树立以学生为本的观念就是强调学生在学习中的主体地位；树立数学的应用、进行数学交流、重视猜想及发现和创造、使用计算机和计算器，数学为专业服务等现代教学观；使用数学来源于现实、扎根于现实、应用于现实，考虑每个学生的数学现实的“现实数学”观。其次，从数学应用对人的思维过程的起点、人对数学价值的评价以及社会对数学的可接受性的影响等三个方面论述了数学应用的价值。最后以较大的篇幅对“再创造”教学策略、认知与情感相结合的教学策略、活动课的教学策略、合作学习教学策略和数学应用问题教学策略等五个教学策略，既从理论上进行了论证，又就如何实施提出了教学方法的建议。
在实验研究中，采取实验班与对照班对比实验。实验班采取改变课堂教学结构、增加实践活动课、增加数学建模教学内容和加强数学课与专业的联系等实验教学方法，始终贯彻数学应用这条主线。通过一学期的实验初步得出结论：加强数学应用实验教学，不但可以提高学生的数学成绩、培养学生学习数学的兴趣、激发学生学习数学的动机、还可以提高学生解应用问题的能力，有利于学生探索、创造能力的培养。并根据实验中所遇到的问题，对职业学校数学教学提出了一些建议。
With the development of science and technology, especially information science, the mathematics is used increasing widely. The teaching of mathematical caused the educational circle to pay close attention, In this paper, the author scanned the tendency of teaching reform of applied mathematics in and out of China, analyzed the present situation of mathematical teaching of the secondary vocational school, and then bring forwarded that the secondary vocational school should pay great attention to the necessity and importance of the teaching of mathematical application. In the end, that the emphases of this paper were corresponsive given teaching tactics.
In the paper, the research of teaching tactics of the mathematical contains two parts: the theorized research and experimental research.
In the theorized research, firstly, the author emphasizes the improvement of educational concept of math. According to the new concept, the teachers should get rid of the old idea -- the main teaching aim is to pass on knowledge and technology and to foster "three major abilities", and teachers should define the new teaching aim -- to foster the new mathematical concept, consciousness of mathematical application and wide abilities in math; The conception should to erect in which students are foundation emphasizes students' position of main body in their studies. Teachers should have the modern teaching concept: intercommunicating in mathematical, guess, discovery and creation, use with the computers and calculators, to give service to specialties; Teacher should foster " the realistic concept of math" that math originates from reality, takes root in reality, is applied to reality and
teachers think over the actual condition of each student. Secondly, the author discussed the importance of mathematical application in three parts: the influence of the mathematical application on the beginning of thought process, the influence of the man on evaluating mathematical importance and the influence of social mathematical acceptability. Finally, the author proved the tactics in theory and explained how to use the advices. The teaching tactic contains five parts: tactics of re-creation, tactics of connection between cognition and emotion, tactics of teaching practice class, tactics of joint studies and tactics of teaching mathematical application.
In the experimental research, the author carried out the experiment on experimental class and controlled class. The experimental class was experimented with the way of changing the teaching instruct, increasing the course of practice, increasing the mathematical content and strengthening the connection between math and specialty . In the experiment, the thought of mathematical application guided the process to the end. After a term, the author drew a preliminary conclusion: strengthening experimental teaching of mathematical application, teachers can make students get higher marks, foster the interest of math, arouse the in motive of math and improve the ability in solving applied problems, In addition, according to the experiment, the author gives some advice on mathematical teaching in vocational school.
引文
[1] 王仲春，李元中，顾莉蕾，孙名符编著.数学思维与数学方法论[M].北京：高等教育出版社.1989
[2] 吕世虎，徐兆亮，张定强，牟录贵著.从高等数学看中等数学[M]. 北京：科学出版社.1995
[3] 傅敏，张维忠，杨勇，王仲春著.数学教育研究新论[M].成都：电子科技大学出版社.1995
[4] 沈继红，施么玉，高振滨，张哓威编著.数学建模[M].哈尔滨：哈尔滨工程大学出版社，1997
[5] 胡德海.教育学原理[M].兰州：甘肃教育出版社.1998
[6] 张楚廷，母庚才主编.数学教育心理学[M].北京：警官教育出版社.1998
[7] 张大均著.教育心理学[M].北京：人民教育出版社.1996
[8] 裴娣娜.教育研究方法导论[M].合肥：安徽教育出版社.2000
[9] 傅海伦著.数学教育发现概论[M].北京：科学出版社. 2001
[10] 孙宏安，程小红编著.现代数学教育理论[M].大连：辽宁师范大学出版社.2000
[11] 施良方著.学习论·学习心理学的理论与原理[M].北京：人民出版社.1994
[12] 施良方，崔允淳.教学理论：课堂教学的原理、策略与研究[M].上海：华东师范大学出版社.1999.
[13] 唐瑞芳，朱成杰.数学教学理论选讲[M].上海：华东师范大学出版社，2001.
[14] 奚定华主编.数学教学设计[M].上海：华东师范大学出版社，2001.
[15] 张君达，郭春彦.数学教育实验设计[M]. 上海：上海教育出版社.1994
[16] 田万海.数学教学测量与评估[M].上海：上海教育出版社.
[17] 高文编.现代教学的模式化研究[M].济南：山东教育出版社.2000
[18] 张奠宙,戴再平主编.中学数学问题集[M].上海：华东师范大学出版社.1996.
[19] 马忠林主编，郑毓信著.数学方法论[M].南宁：广西教育出版社.1996.
[20] 马忠林主编，郑君文,张恩华著.数学学习论[M].南宁：广西教育出版社.1996.
[21] 马忠林主编，胡炯涛著.数学教学论[M].南宁：广西教育出版社.1996.
[22] 马忠林主编，张永春著.数学课程论[M].南宁：广西教育出版社.1996.
[23] 丁尔升，唐复苏著.中学数学课程导论[M]. 上海：上海教育出版社.2000
[24] 孙瑞清著.数学教育实验与教育评价概论[M].北京：北京师范大学出版社.1988
[25] 朱水根，王延文.中学数学教学导论[M].北京：教育科学出版社.1996
[26] 沈德立.非智力因素的理论与实践[M].北京：教育科学出版社，1997.
[27] 王汉谰主编.教育测量学[M]. 河南大学出版社.1987
[28] 工科中专数学教材编写组编《数学》（第三版）第一册
[29] 严士健.面向21世纪的中国数学教育[M].南京：江苏教育出版社.1994
[30] 中国教育学会中学数学教学专业委员会编.迎接21世纪挑战的数学教育[C].北京：人民教育出版社.1999
[31] 裴娣娜.合作学习的教学策略[J].学科教育.2000.(2)
[32] 王坦.论合作学习的基本理念[J].教育研究.2002.(2)
[33] 何小亚.数学应用题教学的实践与思考[J].数学通报.2000.(4)
[34] 胡如松.让数学应用问题的教学卓有成效[J].数学通报.1998.(6)
[35] 沈翔. “应用问题”——刍议[J].数学通报.1995.(8)
[36] 王永建.数学应用热的思考[J].数学通报.1997.(5)
[37] 周逸先.“教学做合一”加强课堂教学的实践性[J].学科教育2001.(5)
[38] 郑俊盛.谈谈树立新的数学教育观念[J].中学数学研究.2002.(2)
[39] 祁京生.加强知识形成过程教学的研究与实践[J].中小学教学.2001.(3)
[40] 章建跃.论数学教学中基础与创新的关系[J].中国教育学刊.2001(2)
[41] 徐稼红.“三大能力”与“建模能力”[J].课程·教材·教法.1997.(11)
[42] 朱德全.数学问题解决的表征及元认知开发[J].教育研究.1997.(3)
[43] 胡庆彪.强化中学数学应用教学的几点思考[J].中学数学月刊.2001.(3)
[44] 张思明.中学数学建模教学的实践与认识[J].数学通报.1996.(6)
[45] 翁昌来.影响解应用题能力因素的调查研究[J].数学教学
[46] 孙名符，杜健.提高数学应用能力的若干策略[J].学科教育.1998.(9)
[47] 杨骞.关于加强数学应用教育的思考[J].中国教育学刊. 1998.(3)
[48] 徐斌德.英国与德国数学教育探析[J].外国教育资料.1998.(5)
[49] 孔企平.近来国际数学课程改革的若干趋势[J].外国教育资料.2000.(6)
[50] 张孝渺.数学实验的教学功能探讨[J].数学教学研究.2000.(1)
[51] 黄寿生.在教学中如何培养学生用数学意识[J].西北师范大学学报.2001.(37)
[52] 杨玉东.国家数学课程改革中教师培训之研究[D].西北师大硕士论文.2001
[2] 吕世虎，徐兆亮，张定强，牟录贵著.从高等数学看中等数学[M]. 北京：科学出版社.1995
[3] 傅敏，张维忠，杨勇，王仲春著.数学教育研究新论[M].成都：电子科技大学出版社.1995
[4] 沈继红，施么玉，高振滨，张哓威编著.数学建模[M].哈尔滨：哈尔滨工程大学出版社，1997
[5] 胡德海.教育学原理[M].兰州：甘肃教育出版社.1998
[6] 张楚廷，母庚才主编.数学教育心理学[M].北京：警官教育出版社.1998
[7] 张大均著.教育心理学[M].北京：人民教育出版社.1996
[8] 裴娣娜.教育研究方法导论[M].合肥：安徽教育出版社.2000
[9] 傅海伦著.数学教育发现概论[M].北京：科学出版社. 2001
[10] 孙宏安，程小红编著.现代数学教育理论[M].大连：辽宁师范大学出版社.2000
[11] 施良方著.学习论·学习心理学的理论与原理[M].北京：人民出版社.1994
[12] 施良方，崔允淳.教学理论：课堂教学的原理、策略与研究[M].上海：华东师范大学出版社.1999.
[13] 唐瑞芳，朱成杰.数学教学理论选讲[M].上海：华东师范大学出版社，2001.
[14] 奚定华主编.数学教学设计[M].上海：华东师范大学出版社，2001.
[15] 张君达，郭春彦.数学教育实验设计[M]. 上海：上海教育出版社.1994
[16] 田万海.数学教学测量与评估[M].上海：上海教育出版社.
[17] 高文编.现代教学的模式化研究[M].济南：山东教育出版社.2000
[18] 张奠宙,戴再平主编.中学数学问题集[M].上海：华东师范大学出版社.1996.
[19] 马忠林主编，郑毓信著.数学方法论[M].南宁：广西教育出版社.1996.
[20] 马忠林主编，郑君文,张恩华著.数学学习论[M].南宁：广西教育出版社.1996.
[21] 马忠林主编，胡炯涛著.数学教学论[M].南宁：广西教育出版社.1996.
[22] 马忠林主编，张永春著.数学课程论[M].南宁：广西教育出版社.1996.
[23] 丁尔升，唐复苏著.中学数学课程导论[M]. 上海：上海教育出版社.2000
[24] 孙瑞清著.数学教育实验与教育评价概论[M].北京：北京师范大学出版社.1988
[25] 朱水根，王延文.中学数学教学导论[M].北京：教育科学出版社.1996
[26] 沈德立.非智力因素的理论与实践[M].北京：教育科学出版社，1997.
[27] 王汉谰主编.教育测量学[M]. 河南大学出版社.1987
[28] 工科中专数学教材编写组编《数学》（第三版）第一册
[29] 严士健.面向21世纪的中国数学教育[M].南京：江苏教育出版社.1994
[30] 中国教育学会中学数学教学专业委员会编.迎接21世纪挑战的数学教育[C].北京：人民教育出版社.1999
[31] 裴娣娜.合作学习的教学策略[J].学科教育.2000.(2)
[32] 王坦.论合作学习的基本理念[J].教育研究.2002.(2)
[33] 何小亚.数学应用题教学的实践与思考[J].数学通报.2000.(4)
[34] 胡如松.让数学应用问题的教学卓有成效[J].数学通报.1998.(6)
[35] 沈翔. “应用问题”——刍议[J].数学通报.1995.(8)
[36] 王永建.数学应用热的思考[J].数学通报.1997.(5)
[37] 周逸先.“教学做合一”加强课堂教学的实践性[J].学科教育2001.(5)
[38] 郑俊盛.谈谈树立新的数学教育观念[J].中学数学研究.2002.(2)
[39] 祁京生.加强知识形成过程教学的研究与实践[J].中小学教学.2001.(3)
[40] 章建跃.论数学教学中基础与创新的关系[J].中国教育学刊.2001(2)
[41] 徐稼红.“三大能力”与“建模能力”[J].课程·教材·教法.1997.(11)
[42] 朱德全.数学问题解决的表征及元认知开发[J].教育研究.1997.(3)
[43] 胡庆彪.强化中学数学应用教学的几点思考[J].中学数学月刊.2001.(3)
[44] 张思明.中学数学建模教学的实践与认识[J].数学通报.1996.(6)
[45] 翁昌来.影响解应用题能力因素的调查研究[J].数学教学
[46] 孙名符，杜健.提高数学应用能力的若干策略[J].学科教育.1998.(9)
[47] 杨骞.关于加强数学应用教育的思考[J].中国教育学刊. 1998.(3)
[48] 徐斌德.英国与德国数学教育探析[J].外国教育资料.1998.(5)
[49] 孔企平.近来国际数学课程改革的若干趋势[J].外国教育资料.2000.(6)
[50] 张孝渺.数学实验的教学功能探讨[J].数学教学研究.2000.(1)
[51] 黄寿生.在教学中如何培养学生用数学意识[J].西北师范大学学报.2001.(37)
[52] 杨玉东.国家数学课程改革中教师培训之研究[D].西北师大硕士论文.2001