發(fā)布時(shí)間：2018-05-15 09:35

  本文選題：人教版 + 加州版　； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：分?jǐn)?shù)的知識(shí)在日常生活中、科研領(lǐng)域中應(yīng)用廣泛。為了讓學(xué)生更好地理解和掌握分?jǐn)?shù)知識(shí),許多研究者通過比較分析某個(gè)年級(jí)或某個(gè)具體知識(shí)點(diǎn)的例習(xí)題編排方式及其知識(shí)結(jié)構(gòu)等內(nèi)容的異同,設(shè)計(jì)精妙的教學(xué)設(shè)計(jì),來幫助學(xué)生理解分?jǐn)?shù)的本質(zhì),促進(jìn)學(xué)生對(duì)分?jǐn)?shù)知識(shí)的掌握。鑒于目前對(duì)教科書本身“分?jǐn)?shù)”知識(shí)點(diǎn)的編寫方式是否能較好地幫助學(xué)生理解分?jǐn)?shù)本質(zhì)鮮有系統(tǒng)的研究之現(xiàn)狀,本文通過文獻(xiàn)法、比較法和內(nèi)容分析法,比較分析了中美兩國與“分?jǐn)?shù)”相關(guān)課程標(biāo)準(zhǔn)的詳細(xì)程度和課標(biāo)要求的多少;人教版和加州版數(shù)學(xué)教科書中與“分?jǐn)?shù)”相關(guān)知識(shí)點(diǎn)的分布特點(diǎn)、知識(shí)點(diǎn)呈現(xiàn)順序、知識(shí)點(diǎn)的多少以及編寫這些內(nèi)容時(shí)借助的直觀圖類型、內(nèi)容的編寫方式和完備程度。主要得到以下結(jié)論:第一,與標(biāo)準(zhǔn)(2011年版)相比,課程中心思想比較具體且完備;第二,與加州版中“分?jǐn)?shù)”知識(shí)點(diǎn)的分布相比,人教版更加系統(tǒng);第三,人教版呈現(xiàn)知識(shí)點(diǎn)多利用實(shí)物、幾何,加州版還利用數(shù)軸、分?jǐn)?shù)墻;第四,人教版多以填空、提問探究方式呈現(xiàn)知識(shí)點(diǎn),加州版會(huì)呈現(xiàn)完整過程;第五,與人教版中內(nèi)容的完備程度相比,加州版比較完善。并對(duì)我國課標(biāo)研制和人教版教材中與“分?jǐn)?shù)”相關(guān)知識(shí)點(diǎn)的編寫提供了具體的建議,還根據(jù)建議進(jìn)行了較小的嘗試。
[Abstract]:Fractional knowledge is widely used in daily life and in the field of scientific research. In order to enable students to better understand and master the score knowledge, many researchers design subtle teaching design by comparing and analyzing the similarities and differences of examples of exercises arrangement and knowledge structure of a grade or a specific knowledge point, etc. To help students understand the nature of scores and promote students to master the score knowledge. In view of the present situation that whether the writing method of "score" knowledge points of the textbook itself can help students understand the essence of score systematically, this paper adopts literature method, comparative method and content analysis method. This paper compares and analyzes the degree of detail and the requirements of the curriculum standards related to "scores" between China and the United States, the distribution characteristics of the knowledge points related to "scores" and the order in which the knowledge points are presented in the mathematics textbooks of the personal Education Edition and the California edition. The number of knowledge points and the types of visual diagrams, the way the content is written, and the degree of completeness. The main conclusions are as follows: first, compared with the standard (2011 edition), the central idea of the curriculum is more specific and complete; second, compared with the distribution of the "score" knowledge points in the California version, the educational version is more systematic; third, The teaching version of people presents knowledge points, geometry, and the California version also uses digital axes and fractional walls; fourth, the education version of people presents the knowledge points by filling in the blanks and asking questions, and the California version will present a complete process; fifth, the California version will present a complete process; fifthly, the California version will present a complete process by filling in the blanks. Compared with the completeness of the content of the edition, the California version is more perfect. It also provides some suggestions for the development of curriculum standard and the compilation of the knowledge points related to "score" in the teaching material of human education edition in our country, and makes a small attempt according to the suggestions.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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本文編號(hào)：1891913